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INDIANA BULLETIN
The Graduate School Catalog
1974-75
INDIANA UNIVERSITY OF PENNSYLVANIA
INDIANA, PENNSYLVANIA
VOLUME 79 SEPTEMBER, 1973
NUMBER 6
THIS UNIVERSITY IS ACCREDITED BY THE NATIONAL COUNCIL FOR ACCRED-
ITATION OF TEACHER EDUCATION FOR THE PREPARATION OF ELEMENTARY
AND SECONDARY TEACHERS AND TEACHERS IN THE SPECIAL FIELDS OF ART,
BUSINESS, HOME ECONOMICS, MUSIC, DRIVER AND SAFETY EDUCATION, DENTAL
HYGIENISTS, AND PUBLIC SCHOOL NURSES, AND BY THE MIDDLE STATES
ASSOCIATION OF COLLEGES AND SECONDARY SCHOOLS. THE UNIVERSITY ISA
MEMBER OF THE COUNCIL OF GRADUATE SCHOOLS IN THE UNITED STATES.
ISSUED ANNUALLY BY THE TRUSTEES OF THE
INDIANA UNIVERSITY OF PENNSYLVANIA, INDIANA, PENNSYLVANIA
INDIANA UNIVERSITY OF PENNSYLVANIA WELCOMES STUDENTS, FACULTY AND
STAFF FROM ALL RACIAL, RELIGIOUS, NATIONALITY AND SOCIO-ECONOMIC
BACKGROUNDS AND IS COMMITTED TO AFFIRMATIVE ACTION TO ASSURE
EQUAL OPPORTUNITY FOR ALL PERSONS REGARDLESS OF RACE, COLOR.
RELIGION, NATIONAL ORIGIN, ANCESTRY OR SEX.
TABLE OF CONTENTS
CALENDAR FOR 1974 - 1975 5
TENTATIVE SCHEDULE FOR 1974 - 1975 9
THE GRADUATE SCHOOL AT INDIANA 27
ACADEMIC INFORMATION 33
SERVICE COURSES TO VARIOUS PROGRAMS 63
PROGRAM CURRICULA: A TO Z 67
DIRECTORY AND INDEX 213
RESEARCH APPROVAL FORMS 233
CALENDAR
FOR 1974-1975
6 / GRADUATE SCHOOL AT INDIANA
CALENDAR
1974- 1975
FALL SEMESTER, 1973-1974
August 1— Students who plan to take graduate work during
the fall semester must have an application for
graduate study approved on or before this date.
August 15— Tentative class programs for fall semester must be
submitted by this date.
September 4— Payment of fees for all graduate students in fall
semester must be completed by this date.
September 10— Fall semester classes begin.
October 1— Prospective January graduates must have filed an
application for graduation on or before this date.
November 6— Election Day, no classes.
November 20— Thanksgiving vacation begins at close of classes.
November 27— Thanksgiving vacation ends at 8:00 a.m.
December 3— Final draft of research project or thesis due for
January graduates.
December 21— Semester ends. (End of finals.)
SPRING SEMESTER, 1974
December 1— Students who plan to take graduate work during
the spring semester must have an application for
graduate study approved on or before this date.
December 15— Tentative class programs for spring semester must
be submitted by this date.
January 19— Payment of fees for all graduate students in spring
semester must be completed by this date.
January 19— Spring semester evening classes begin.
March 1— Prospective May graduates must have filed an
application for graduation on or before this date.
April 1 — Final draft of research project or thesis due for
May graduates.
April 2— Easter vacation begins at close of classes.
April 23— Easter vacation ends 8:00 a.m.
May 17— Semester ends. (End of finals.)
May 19— Commencement.
CALENDAR /7
PRE SESSION, 1974
May 1 -Students who plan to take graduate work during
pro-session must have an application for graduate
study approved on or before this date.
May 15— Tentative class programs for pre-session must be
submitted by this date.
June 1— Prospective August graduates must have an
application for graduation approved on or before
this date.
June 3— Payment of fees for all graduate students in
pre-session must be completed on or before this
date.
June 3— Pre-session classes begin.
June 21— Pre-session classes terminate.
MAIN SESSION, 1974
June 1— Students who plan to take graduate work during
main session must have an application for graduate
study approved on or before this date.
June 15— Tentative class programs for main session must be
submitted by this date.
June 25— Payment of fees for all graduate students in main
session must be completed on or before this date.
June 25— Main session classes begin.
June 28— Final draft of research project or thesis due for
August graduates.
August 1— Main session classes terminate.
POST-SESSION, 1974
July 1— Students who plan to take graduate work during
post-session must have an application for graduate
study approved on or before this date.
July 15— Tentative class progiams for post-session must be
submitted by this date.
August 5— Payment of fees for all graduate students in
post-session must be completed by this date.
August 5— Post-session classes begin.
August 23— Post-session classes terminate.
August 25— Summer Commencement.
8 / GRADUATE SCHOOL AT INDIANA
FALL SEMESTER, 1974-1975 (Tentative)
August 1— Students who plan to take graduate work during
the fall semester must have an application for
graduate study approved on or before this date.
August 15— Tentative class programs for fall semester must be
submitted by this date.
September 9— Payment of fees for all graduate students in fall
semester must be completed by this date.
September 9— Fall semester classes begin.
October 1— Prospective January graduates must have filed an
application for graduation on or before this date.
November 26— Thanksgiving vacation begins at close of classes.
December 3— Thanksgiving vacation ends 8:00 a.m.
December 2— Final draft of research project or thesis due for
January graduates.
December 20— Semester ends. (End of finals.)
SPRING SEMESTER, 1975
December 1— Students who plan to take graduate work during
the spring semester must have an application for
graduate study approved on or before this date.
December 15— Tentative class programs for spring semester must
be submitted by this date.
January 18— Payment of fees for all graduate students in spring
semester must be completed by this date.
January 18— Spring semester classes begin.
March 1— Prospective May graduates must have filed an appli-
cation for graduation on or before this date.
April 1— Final draft of research project or thesis due for
May graduates.
March 18— Easter vacation begins at close of classes.
April 8— Easter vacation ends 8:00 a.m.
May 16— Semester ends.
May 18— Commencement.
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TENTATIVE SCHEDULE
FOR 1974-1975
10 / GRADUATE SCHOOL AT INDIANA
TENTATIVE SCHEDULE OF CLASSES
Most General Service Courses are offered each semester.
During Pre and Post Sessions Period I classes meet from 8:00 to
9:15 a.m. and from 11 :00 to 12:15 p.m.; Period II classes meet from
9:30 to 11:00 a.m. and from 12:30 to 2:00 p.m. Evening courses
meet from 5:00 to 6:15 p.m. and from 7:15 to 8:30 p.m.
Main Session periods run as follows: Period I 8:15-9:15 (2 cr.) or
8:15-9:40 (3 cr.); Period II 9:50-10:50 (2 cr.) or 9:50-11:15 (3 cr.);
Period III 11:25-12:25 (2 cr.) or 11:25-12:50 (3 cr.); Period IV 1-2
p.m. (2cr.) or 1-2:25 (3 cr.).
Tentative Schedule of Classes
PRE-SUMMER SESSION, 1974
Anth
595
Art
510
Art
513
Art
547
Art
562
Bio
554
Bus
554
Bus
562
Chem
500
Chem
602
Chem
630
Chem
690
CnEd
527
CnEd
531
CnEd
533
CnEd
537
CnEd
538
Crmn
510
Econ
501
EdPsy
501
EdPsy
550
EdPsy
573
Ed
500
Ed
510
Ed
540
Pre-History (3 cr.)
Art & The Exceptional Child (3 cr.)
Research in Art Education (2 cr.)
Metalry I (3 cr.)
Oil Painting I (3 cr.)
Advanced Ornithology (3 cr.
Period
2
2
1
1
2
8-10:45 a.m.
Cooperative Vocational Office & Distributive Ed. (2 cr.) 1
Improvement of Instruction in Accounting &
Business Math (2 cr.) 2
Special Studies (1-6 cr.) 2
Chemistry in Manufacturing Processes (3 cr.) 1
Organic Chemistry (3 cr.) 1
Research (1-6 cr.) 2
Consultative & Counseling Theory (Elem.) (2 cr.) 2
Philosophy & Principles of Guidance (2 cr.) 2
Evaluation Techniques: Principles (2 cr.) 2
Counseling &Consultative Theory (Sec.) (2 cr.) 2
Management of the Guidance Services (2 cr.) 1
Advanced Seminar on Probation & Parole (3 cr.) 1
Foundations of Modern Economics (2 cr.) 6-7:15—7:45-9 p.m.
Special Topics in Educational Psychology (2 cr.) Arranged
Internship I (2-12 cr.) Arranged
Psychology of Adolescent Education II (2 cr.) 1
Basic Foundations of Reading Instruction (2 cr.) 2
Teaching of Reading in the Secondary Schools (2 cr.) 2
Supervision & Student Teaching (2 cr.) Evenings
SCHEDULE OF CLASSES / 11
El Ed
531
El Ed
551
ElEd
554
El Ed
555
ElSc
530
ElSc
570
ElSc
580
ElSc
588
Eng
556
Eng
577
Eng
581
Eng
590
Eng
593
FdEd
511
FdEd
512
FdEd
513
FdEd
513
Geog
512
Geog
522
Geos
591
Grad
550
Grad
650
HP
530
Hist
511
Hist
521
Hist
554
HE
522
HE
570V
HE
574V
LRes
500
LRes
501
Math
510
Math
600
Math
601
Math
690
Mus
528
Mus
537
Phys
512
PolS
501
PolS
553
Psy
530
Psy
533
Psy
534
Psy
540
Psy
571
Soc
562
SS
510
ss
514
SS
514
ss
521
SH
504
Span
522
SE
531
SE
555
Curriculum Problems in Elementary Education (2 cr.) 1
Recent Innovations in Elementary Education (2 cr.) 1
Administration of the Elementary School (3 cr.) 1
Recent Trends in Human Development & Learning (2 cr.) 1
Quantitative Tools for Elementary Science (2 cr.) 2
Geology (2 cr.) 1
Astronomy (2 cr.) 2
Field Natural History of Western Penna. (2 cr.) 2
Modern British Poetry (2 cr.) 2
Major Writers: Emerson (2 cr.) 2
Major Writers: Swift (2 cr.) 1
Major Writers: Mark Twain (2 cr.) 1
Major Writers: Fitzgerald & Lewis (2 cr.) 2
Historical Foundations of Education (2 cr.) 5-6:15 p.m. —
7:15-8:30 p.m.
Philosophical Foundations of Education (2 cr.) 2
Social Foundations of Education (2 cr.) 1
Social Foundations of Education (2 cr.) 5-6:15—7:15-8:30 p.m.
Settlement Geography (2 cr.) 1
Aerospace Science (2 cr.) 1
Field & Laboratory Investigations in Geoscience (2 cr.) Field Trip
Research & Thesis (Var. cr.) Arranged
Dissertation (Var. cr.) Arranged
Workshop in Comm. School Health Ed. (2 cr.) 8-12 a.m.
Readings in History (2 cr.) 1
History Seminar (2 cr.) 2
History of Russia to 1917 (3 cr.) 2
Seminar in Human Development (2 cr.) 1
Home Economics in American Education (3 cr.) 1
Seminar in Home Economics Education (3 cr.) 1
Seminar in Learning Resources (2 cr.) 1
Classroom Use of Motion Pictures (2 cr.) 2
Teaching of Junior High School Mathematics (2 cr.) 2
Methods of Research in Mathematics (2 cr.) 1
Methods of Research in Mathematics Education (2 cr.) 1
Independent Study (2 cr.) 2
Contemporary Approaches to Elem. Music Ed. (2 cr.) 2
Techniques of the Marching Band (2 cr.) 1
Curriculum Developments in Sec. School Physics (2 cr.) 2
Studies in Political Science (3 cr.) 1
American Political Parties (3 cr.) 2
Psychology of Growth & Development (2 cr.) 1
Psychology of Personality (2 cr.) 2
Abnormal Psychology (2 cr.) 2
Community Psychology & Mental Health (2 cr.) 1
Seminar in Psychology (2 cr.) 2
Deviant Behavior (3 cr.) 1
New Approaches in Social Science Instruction (2 cr.) 2
Research Methodologies in the Social Science (2 cr.) 1
Research Methodologies in the Social Science (2 or.) 1
Contemporary American Issues (2 cr.) 1
Diagnostic Methods (2 cr.) 1
Seminar on Cervantes (2 cr.) 1
Psychology of the Exceptional Child (2 cr.) 1
Practicum & Internship (2-6 cr.) Arranged
12 / GRADUATE SCHOOL AT INDIANA
Tentative Schedule of Classes
MAIN SUMMER SESSION, 1974
Period
Comparative Cultures (3 cr.) 2
Art Curriculum Development in Art Education (3 cr.) 1
Contemporary Movements in Art (2 cr.) 2
Art of the East (3 cr.) 1
Architectural Influences in a Contemporary Society (3 cr.) 1
Graduate Studio in Ceramics (3 cr.) 3
Graduate Studio in Fabrics (3 cr.) 3
Graduate Studio in Water Color Painting (3 cr.) 2
Graduate Studio in Print Making (3 cr.) 2
Molecular Genetics (3 cr.) 2
Instrumentation (3 cr.) 2
Advanced Ornithology (3 cr.) 3
Animal Ecology (3 cr.) 4
General Physiology (3 cr.) 3 & 4
Methods of Research in Biology (2 cr.) 1
Biology Seminar (1 cr.) 2
Interpretation of Accounting Data (2 cr.) 1
Business Communications and Report Writing (2 cr.) 1
Principles of Marketing (2 cr.) 3
Case Problems in Business Law (2 cr.) 2
Automated Data Processing I (4 cr.) 4
Cooperative Work Experience in Office or
Distributive Occupations (4 cr.) Arranged
Principles and Problems of Business Education (2 cr.) 1
Seminar in Business Education (2 cr.) 4
Improvement of Instruction in Secretarial Courses (2 cr.) 2
Improvement of Instruction in Office Practice (2 cr.) 3
Economic Backgrounds of Business (2 cr.) 3
Special Studies (1-6 cr.) Arranged
Biochemistry I and II (4 cr.) 2
Inorganic Chemistry (3 cr.) 3
Electroanalytical Chemistry (3 cr.) 1
Research (1-6 cr.) Arranged
Computer Programming for Research (2 cr.) 2
Case Study Technique (Elem) (2 cr.) 1
Information Service (Elem) (2 cr.) 2
Philosophy and Principles of Guidance (2 cr.) 3
Evaluation Techniques: Principles (2 cr.) 1
Evaluation Techniques: Applications (Sec.) (2 cr.) 4
Case Study Technique (Sec) (2 cr.) 3
Information Service (Sec) (2 cr.) 3
Management of the Guidance Services (2 cr.) 2
Supervised Practicum (Elem) (4 cr.) 3 & 4
Supervised Practicum (4 cr.) 1 & 2
Encounter and Sensitivity in Counseling (2 cr.) 3 & 4
Supervision of Guidance Workers (4 cr.) 1 & 2
Supervision of Guidance Workers (4 cr.) 3 & 4
Criminological Theory (3 cr.) Evenings
Graduate Readings in Criminology (3 cr.) Evenings
Comparative Economic Systems (3 cr.) 3
Labor Economics (2 cr.) TBA
Special Topics in Educational Psychology (2 cr.) Arranged
Educational Psychology II (2 cr.) 1
Interpretation of Educaitonal and Psychological Tests (2 cr.) 2
Internship I (2 cr.) Arranged
Anth
592 ^
Art
511
Art
521 '
Art
524
Art
525
Art
540
Art
544
Art
565
Art
568
Bio
526
Bio
530
Bio
554
Bio
556
Bio
561
Bio
600
Bio
612
Bus
506
Bus
510
Bus
521
Bus
533
Bus
536
Bus
540
Bus
550
Bus
552
Bus
560
Bus
563
Bus
570
Chem
500
Chem 546-547
Chem
610
Chem
621
Chem
690
CSci
501
CnEd
525
CnEd
526
CnEd
531
CnEd
533
CnEd
534
CnEd
535
CnEd
536
CnEd
538
CnEd
540
CnEd
541
CnEd
546
CnEd
550
CnEd
550
Crmn
501
Crmn
598
Econ
552
Econ
555
EdPsy
501
EdPsy
504
EdPsy
518
EdPsy
550
SCHEDULE OF CLASSES / 13
EdPsy
573
EdPsy
576
EdPsy
580
Ed
500
Ed
501
Ed
502
Ed
503
Ed
505
Ed
509
Ed
596
ElMath
502
ElMath
509
ElMath
512
ElMath
520
ElEd
532
ElEd
541
ElEd
544
ElEd
547
ElEd
548
ElEd
550
ElEd
551
ElEd
552
ElEd
553
ElEd
556
ElEd
558
ElEd
560
ElEd
561
ElEd
562
ElEd
564
ElEd
579
ElEd
580
ElSc
510
ElSc
511
ElSc
543
ElSc
566
ElSc
568
ElSc
569
Eng
510
Eng
510
Eng
517
Eng
527
Eng
534
Eng
536
Eng
537
Eng
550
Eng
552
Eng
561
Eng
567
Eng
640
Eng
670
Eng
690
Eng
695
FL
521
FdEd
511
FdEd
511
FdEd
512
Psychology of Adolescent Education II (2 cr.)
Behavior Problems II (2 cr.)
Pupil Adjustment (2 cr.)
Basic Foundations of Reading Instruction (2 cr.)
Diagnosis and Remediation of Reading Disabilities (2 cr.
Reading Practicum: Diagnostic Case Studies (2 cr.)
Reading Practicum: Remedial Case Studies (2 cr.)
Administration and Supervision of
Reading Programs (2 cr.)
Evaluative Instruments in Reading (2 cr.)
Independent Study in Reading Education (2 cr.)
Basic Concepts in Mathematics II (2 cr.)
Introduction to Number Theory (2 cr.)
Introduction to Probability and Statistics (2 cr.)
Curriculum and Instruction in Elementary School
Mathematics Programs (2 cr.)
Systematic Observation of Classroom Behavior (3 cr.)
Special Problems in Elem. School Social Studies (2 cr.)
Recent Trends in Elementary Language Arts (2 cr.)
Resource Material in Children's Literature (2 cr.)
Creativity and the Elementary School Child (2 cr.)
The Community and the Elementary School (2 cr.)
Recent Innovations in Elementary Education (2 cr.)
Evaluating the Elementary School (2 cr.)
Supervision and Improvement of Instruction in the
Elementary School (2 cr.)
School Administration (3 cr.)
School Law and Negotiations (3 cr.)
Early Childhood Study Techniques and Resources (2 cr.
Early Childhood Philosophy and Principles (2 cr.)
Early Childhood Curriculum and Materials (2 cr.)
Early Childhood Field Study Experiences (2 cr.)
Independent Study in Elementary Education (3 cr.)
Seminar in Advanced Research (3 cr.)
Education in the Out-of-doors (2 cr.)
Education in the Out-of-doors (2 cr.)
Resource Materials in Elementary Science (2 cr.)
Conservation (2 cr.)
Field Biology I (2 cr.)
Field Biology II (2 cr.)
Bibliographical Methods in English (2 cr.)
Bibliographical Methods in English (2 cr.)
Elizabethian Drama (3 cr.)
Restoration and Eighteenth Century Drama (3 cr.)
Types of the Novel (3 cr.)
Middle English Ballads, Lyrics, and Romances (3 cr.)
Modern American Fiction (3 cr.)
Workshop in Play Production (6 cr.)
Twentieth Century British Drama (3 cr.)
Tragic Themes of Classical Drama (3 cr.)
Literar>' Britian (3-6 cr.)
Seminar in British Literature— Nineteenth Century
(to 1870) (3cr.)
Seminar in American Literature to 1870 (3 cr.)
Seminar in Literary Criticism (3 cr.)
Seminar in Linguistics (3 cr.)
Language and Society (2 cr.)
Historical Foundations of Education (2 cr.)
Historical Foundations of Education (2 cr.)
Philosophical Foundations of Education (2 cr.)
2
1
3
1
) 3
3&4
3&4
2
3
Arranged
1
1
3
2
3
2
3
1
4
3
4
2
1
3
1
) 1
4
2
1
Arranged
Arranged
3
4
1
2
3
4
3
2
2
4
1
1
1
All Day
3
2
Tour
4
3
2
4
1
1
2
2
14 / GRADUATE SCHOOL AT INDIANA
FdEd
512
FdEd
513
FdEd
513
FdEd
514
Geog
510
Geog
513
Geog
592
Geol
520
Geol
530
Geos
502
Geos
506
Geos
541
Geos
542
Geos
550
Grad
515
Grad
516
Grad
516
Grad
517
Grad
550
Grad
650
HP
521
HP
(new)
HP
(new)
Hist
510
Hist
512
Hist
522
Hist
531
Hist
555
HE
551
HE
560
HE
572V
HE
577V
HE
578V
LRes
508
LRes
515
LRes
530
LRes
540
LRes
548
LRes
549
LRes
571
Math
531
Math
533
Math
536
Math
537
Math
537
Math
540
Math
542
Math
559
Math
561
Math
572
Math
573
Math
575
Mus
501
Mus
502
Philosophical Foundations of Education (2 cr.) 4
Social Foundations of Education (2 cr.) 3
Social Foundations of Education (2 cr.) 2
Comparative Foundations of Education (2 cr.) 3
Seminar in Community College Teaching (2 cr.) 2
Population Geography (3 cr.) 3
Elements of Research for Geography and Planning (3 cr.) 1
Pennsylvania Geology (2 cr.) 2
Invertebrate Paleontology (2 cr.) 1
Principles of Geology (3 cr.) 4
Earth Deformation (2 cr.) 3
TheSolar System (2 cr.) 1
The Sidereal Universe (2 cr.) 3
Operation of the Planetarium (2 cr.) 2
Elements of Research (2 cr.) 1
Statistical Methods I (2 cr.) 4
Statistical Methods I 1
Statistical Methods H (2 cr.) 2
Thesis (Var. Cr.) Arranged
Dissertation (Var. Cr.) Arranged
Advanced Seminar in Health and Safety (2 cr.) 2
Drug Education (2 cr.) 1
School Safety Programs and Procedures (2 cr.) 3
Seminar in Community College Teaching (2 cr.) 1
Readings in History (2 cr.) 1
History Seminar (2 cr.) 3
Economic and Social History of Pennsylvania (2 cr.) 2
History of Soviet Russia (3 cr.) 2
Seminar in Home Management and Family
Economics (2 cr.)
Problems in Hosuing and Interior Design (2 cr.)
Evaluation in Home Economics (3 cr.)
Independent Study in Home Economics
Education (3 cr.)
Research in Home Economics Education (3 cr.)
Advanced Techniques in Utilization of
Learning Laboratories (2 cr.)
Role of Learning Resources — Theoretical and
Research Foundations (2 cr.)
Classification and Cataloging of Learning Resources (2 cr.)
Preparation of Learning Resources (2 cr.)
Writing for Radio and Television (2 cr.)
Television Production and Direction (2 cr.)
Photographic Fundamental for Educational
Materials (2 cr.)
Advanced Calculus I (3 cr.)
Complex Analysis I (3 or.)
Real Analysis II (3 cr.)
Differential Equations (3 cr.)
Differential Equations (3 cr.)
History of Mathematics (2 cr.)
Curriculum and Supervision in Mathematics (2 cr.)
Introduction to Abstract Algebra (3 cr.)
Abstract Algebra I (3 cr.)
Affine Geometry (3 cr.)
Topology (3 cr.)
Foundations of Mathematics I (3 cr.)
Advanced Choral Conducting (2 cr.)
Advanced Instrument Conducting (2 cr.)
2
1
4
Arranged
3
Mus
505
Mus
513
Mus
518
Mus
520
Mus
521
Mus
534
Phil
583
Phys
521
Phys
531
PolS
353
PoIS
510
PolS
559
PolS
560
PolS
570
PolS
574
PolS
586
PolS
599
Psy
510
Psy
533
Psy
534
Psy
540
Psy
545
Psy
546
Psy
558
Psy
561
Psy
562
Psy
572
Psy
575
Soc
563
SS
521
SS
521
SH
530
SH
561
SH
650
SH
663
Span
523
Span
524
SE
524
SE
530
SE
539
SE
546
SE
555
SPS
528
SCHEDULE OF CLASSES / 15
Music of the Romantic Era (3 cr.) 4
Advanced Band Scoring (2 cr.) 4
Comprehensive Musicianship (3 cr.) 3
Foundations of Music Education (2 cr.) 1
Music Literature and Materials (2 cr.) 1
Practicum in Instrumental Music (2 cr.) 3
American Philosophic Thought (2 cr.) 2
Advanced Laboratory Practice I (2 cr.) 4
Atomic Structure (2 cr.) 2
American Political Parties (3 cr.) 3
Seminar in Community College Teaching (2 cr.) 1
Constitutional Law and Civil Liberties (3 cr. ) 1
Political Philosophy (3 cr.) 2
Foreign Policy Studies (2 cr.) 1
Political Science Seminar (2 cr.) 2
Atlantic Community (3 cr.) 1
Political Science Internship (1-6 cr.) Arranged
Community College Teaching Internship (2 cr.) Arranged
The Psychology of Personality (2 cr.) 2
Abnormal Psychology (2 cr.) 3
Community Psychology and Mental Health (3 cr.) 1
Theory and Techniques of Psychological
Intervention (3 cr.) 1
Principles of Behavior Modification (3 cr.) 2
Social Psychology (3 cr.) 3
Motivation (3 cr.) 2
Physiological Psychology (3 cr.) 1
Independent Study in Psychology (2-6 cr.) Arranged
Advanced Psychological Practicum (3-6 cr.) Arranged
Intergroup Relations (3 cr.) 1
Contemporary American Issues (2 cr.) 2
Contemporary American Issues (2 cr.) 1
Childhood Aphasia (2 cr.) 2
Advanced Clinic Practicum I (2-3 cr.) Arranged
Experimental Phonetics (2 cr.) 1
Advanced Clinic Practicum II (2-3 cr.) Arranged
Seminar on Perez Galdos (2 cr.) 2
Seminar in the Generation of 1898 (2 cr.) 4
Principles and Practices in Speech Improvement (2 cr.) 2
Organization and Administration of Programs for
Exceptional Children (2 cr.) 3
Psychology of the Mentally Retarded (2 cr.) 1
Teaching the Trainable Mentally Retarded (2-3 cr.) 1
Practicum and Internship (2 cr.) Arranged
Internship in Student Personnel Services (2 cr.) 2
Tentative Schedule of Classes
POST-SUMMER SESSION, 1974
Period
Art in America (3 cr.) 1
Graduate Studio in Crafts (3 cr.) 1
Graduate Studio in Drawing (3 cr.) 2
Herpetology (3 cr.) 11 a.m.— 1:45 p.m.
Executive Secretarial Training (2 cr.) 1
Special Studies (1-6 cr.) 2
Chemical Literature (2 cr.) 2
Art
522
Art
553
Art
561
Bio
560
Bus
514
Chem
500
Chem
533
16 / GRADUATE SCHOOL AT INDIANA
Chem
576
Chem
690
CSci
502
CnEd
534
CnEd
539
Crmn
512
Econ
525
EdPsy
501
EdPsy
504
EdPsy
550
Ed
508
ElMath
503
ElMath
542
ElEd
545
ElEd
563
Eng
539
Eng
557
Eng
583
Eng
586
FdEd
512
FdEd
513
Geog
521
Geog
542
Geog
594
Geos
591
Grad
515
Grad
550
Grad
650
Hist
511
Hist
512
Hist
590
HE
530
HE
571V
LRes
500
Math
511
Math
522
Mus
533
PoIS
554
Psy
534
Psy
536
Psy
540
Psy
542
Psy
575
SS
521
SS
561
SE
531
SE
555
SE
566
Radiochemistry (2 cr.)
Research (1-6 cr.)
Computers in Education (2 cr.)
Evaluation Techniques: AppUcations (Sec) (2 cr.)
Group Procedures (2 cr.)
Laboratory in Background Analysis and Pre-Sentence
Report Writing (3 cr.)
Monetary Economics (3 cr.)
Special Topics in Educational Psychology (2 cr.)
Educational Psychology II (2 cr.)
Internship I (2 cr.)
Reading in the Content Areas (2 cr.)
Foundations of Algebra I (2 cr.)
Mathematics in the Elementary School (2 cr.)
Experimental Studies in Art Education (2 cr.)
Early Childhood Assessment Tools and
Evaluation Techniques (2cr.)
The Metaphysical Poets (2 cr.)
Modern American Poetry (2 cr.)
Major Writers: Byron, Keats and Shelly (2 cr.)
Major Writers: D. H. Lawrence (2 cr.)
Philosophical Foundations of Education (2 cr.)
Social Foundations of Education (2 cr.)
Advanced Human Geography (non-majors) (2 cr.)
Industrial Geography (2 cr.)
Field Techniques for Geography and Planning (3 cr.)
Field and Laboratory Investigations in Geoscience (1-4
Elements of Research (2 cr.)
Thesis (Var. Cr.)
Dissertation (Var. Cr.)
Readings in History (2 cr.)
Readings in History (2 cr.)
Social and Intellectual History of the
United States to 1875 (3 cr.)
Clothing and Human Behavior (2 cr.)
Curriculum Development in Home Economics
Education (3 cr.)
Seminar in Learning Resources (2 cr.)
The Teaching of Senior High School Mathematics (2 cr.
Theory of Probability (3 cr.)
Comparative Choral Methods (2 cr.)
Metropolitan Problems (3 cr.)
Abnormal Psychology (2 cr.)
Psychology of Learning (2 cr.)
Community Psychology and Mental Health (3 cr.)
Assessment of Personality (3 cr.)
Advanced Psychological Practicum (3 cr.)
Contemporary American Issues (2 cr.)
Social Policy Studies (2 cr.)
Psychology of the Exceptional Child (2 cr.)
Practicum and Internship (2-6 cr.)
Education of Children with Learning Disabilities (2 cr.)
1
2
1
2
2
1
2
Arranged
1
Arranged
1
2
2
2
cr.
Arranged
Arranged
1
1
2
1
1
1
1
2
2
1
2
2
1
2
1
1
1
1
Arranged
2
SCHEDULE OF CLASSES / 17
Tentative Schedule of Classes
Anth
593
Art
513
Art
521
Art
525
Art
544
Art
553
Art
561
Art
568
Bio
545
Bio
553
Bio
553
Bio
562
Bio
562
Bio
580
Bio
580
Bio
582
Bio
582
Bio
600
Bus
503
Bus
520
Bus
534
Bus
541
Bus
542
Chem
500
Chem
546
Chem
546
Chem
600
Chem
623
Chem
630
Chem
630
Chem
640
Chem
690
CSci
501
CSci
510
CnEd
525
CnEd
526
CnEd
527
CnEd
529
CnEd
533
CnEd
534
CnEd
535
CnEd
536
CnEd
537
CnEd
538
CnEd
539
CnEd
540
CnEd
541
CnEd
542
CnEd
543
The Science of Culture (3 cr.)
Research in Art Education (2 cr.)
Contemporary Movements in Art
Architectural Influences in a Contemporary
Society (3 cr.)
Graduate Studio in Fabrics (3-18 cr.)
Graduate Studio in Crafts (3-18 cr.)
Graduate Studio in Drawing (3-18 cr.)
Graduate Studio in Print Making (3-18 cr.)
Microtechnique (3 cr.)
Principles of Animal Taxonomy (3 cr.)
Principles of Animal Taxonomy (3 cr.)
Animal Physiology (4 cr.)
Animal Physiology (4 cr.)
Parasitology (3 cr.)
Parasitology (3 cr.)
Pathogenic Microbiology (3 cr.)
Pathogenic Microbiology (3 cr.)
Methods of Research in Biology (2 cr.)
Financial Statement Analysis (2 cr.)
Retail Organization and Management (2 cr.)
Consumer Economic Problems (2 cr.)
Principles of Management (2 cr.)
Human Relations in Business (2 cr.)
Special Studies (1-6 cr.)
Biochemistry (2 cr.)
Biochemistry (2 cr.)
Seminar (1 cr.)
Physical and Chemical Methods of
Separation (3 cr.)
FALL, 1974
W 5:20-7:20 p.m.
M 5:20-7:20 p.m.
W 5:20-7:20 p.m.
W 7: 30-10:00 p.m.
W 7:30-10:00 p.m.
8 9:00-11:40 a.m.
T 5:20-7:50 p.m.
R 5:20-7:50 p.m.
M 1:50-5:10 p.m.
W 1:50-2:50 p.m.
M 7:30-9:00 p.m.
W 7:30-9:00 p.m.
M 5:20-9:20 p.m.
W 5:20-9:20 p.m.
T 5:20-6:20 p.m.
R 6:30-10:30 p.m.
R 6:20-7:20 p.m.
T 6:30-10:30 p.m.
W 5:20-7:20 p.m.
T 5:20-7:20 p.m.
T 7:30-9:30 p.m.
W 5:20-7:20 p.m.
W 5:20-7:20 p.m.
R 5:20-7:20 p.m.
Arranged
M 5:20-7:20 p.m.
W 5:20-7:20 p.m.
F 3:00-4:00 p.m.
Organic Chemistry (3 cr.)
Organic Chemistry (3 cr.)
Physical Chemistry (3 cr.)
Research (1-6 cr.)
Computer Programming for
Research (2 cr.)
Numerical Analysis (3 cr.)
Case Study Techniques (Elem) (2 cr.)
Information Service (Elem) (2 cr.)
Consultative and Counseling Theory
(Elm) (2 cr.)
Group Procedures (Elem) (2 cr.)
Evaluation Techniques: Principles (2 cr.)
Evaluation Techniques: Application (2 cr.)
Case Study Techniques (Sec) (2 cr.)
Information Service (Sec) (2 cr.)
Counseling and Consultative Theory
(Sec) (2 cr.)
Management of the Guidance Services (2 cr
Group Procedures (2 cr.)
Supervised Practicum (Elem) (4 cr.)
Supervised Practicum (4 cr.)
School Services (2 cr.)
Planning Principles (4 cr.)
T-R 9:45-11:15 a.m.
F 8:00a.m.-12:00 p.m.
W 7:30-9:30 p.m.
M 7:30 -9:30 p.m.
M-W-F 8:00-9:00 p.m.
Arranged
T 5:20-7:20 p.m.
T-R 11:30 a.m.-l:00 p.m.
R 5:20-7:20 p.m.
W 5:20-7:20 p.m.
M7:30-
-9:30 p.m.
W7:30-
-9:30 p.m.
M7:30-
-9:30 p.m.
M5:20-
-7:20 p.m.
R5:20-
-7:20 p.m.
W 5:20-7:20 p.m.
T 7:30-9:30 p.m.
W 7:30-9:30 p.m.
M 5:20-7:20 p.m.
T 5:30-9:10 p.m.
R 5:30-9:10 p.m.
W 7:30-9:30 p.m.
T 5:30-9:10 p.m.
18 / GRADUATE SCHOOL AT INDIANA
CnEd
545
CnEd
546
CnEd
546
CnEd
550
CnEd
550
Econ
525
Econ
555
EdPsy
501
EdPsy
504
EdPsy
512
EdPsy
550
EdPsy
573
EdPsy
576
EdPsy
580
Ed
500
Ed
502
Ed
509
Ed
510
Ed
596
ElMath
507
ElMath
515
ElEd
544
ElEd
547
ElEd
550
ElEd
555
ElEd
560
ElEd
577
ElEd
578
ElEd
579
ElEd
580
ElSc
550
ElSc
560
ElSc
574
ElSc
592
Eng
510
Eng
510
Eng
513
Eng
528
Eng
545
Eng
547
Eng
555
Eng
562
Eng
568
Eng
576
Eng
584
Human Relations and Communications (2 cr.) W 1:15—3:00 p.m.
Encounter and Sensitivity in Counseling (2 cr.) R 1:15—3:00 p.m.
Encounter and Sensitivity in Counseling
(2cr.) W 5:30-9:10 p.m.
Supervision of Guidance Workers (4 cr.) T 5:30—9:10 p.m.
Supervision of Guidance Workers (4 cr.) R 5:30—9:10 p.m
Monetary Economics (3 cr.)
Labor Economics (3 cr.)
Special Topics in Educational Psychology (2 cr.)
T5:
W5
W7
T7
Educational Psychology II (2 cr.
Individual Evaluation I (4 cr.)
Internship I (2-12 cr.)
Psychology of Adolescent Education II (2 cr.
Behavior Problems II (2 cr.)
Pupil Adjustment (2 cr.)
Basic Foundations of Reading Instruction
(2 cr.)
Reading Practicum: Diagnostic Case
Studies (2 cr.)
Evaluative Instruments in Reading (2 cr.)
The Teaching of Reading in the Secondary
Schools (2 cr.)
Independent Study in Reading Education (2-4 cr.)
Coordinate Geometry and Trigonometry I
(2 cr.)
Intuitive Topology (2 cr.)
Recent Trends in Elementary Language
Arts (2 cr.)
Resource Material in Children's
Literature (2 cr.)
The Community and the Elementary
School (2 cr.)
Recent Trends in Human Development
and Learning (2 cr.)
Early Childhood Child Study Techniques
and Resources (2 cr.)
Supervised Internship (3-6 cr.)
Seminar in Elementary Education
Internship (3-6 cr.)
Independent Study in Elementary Education (3 cr.)
Seminar in Advanced Research (3 cr.)
Physics I (2 cr.)
Botany I (2 cr.)
Meteorology (2 cr.)
Elementary Science Curriculum (2 cr.)
Bibliographical Methods in English (2 cr.)
Bibliographical Methods in English (2 cr.)
The Enlgish Language from the Beginnings
to 1500 (3 cr.)
Milton (3 cr.)
The Age of Pope (3 cr.)
Romantic Prose and Poetry (3 cr.)
Realism in American Fiction (3 cr.)
Epic and Lyric Poetry of the Classical
Period (3 cr.)
Teaching Composition in the Secondary
School (2 cr.)
Major Writers: Joseph Conrad (2 cr.)
Major Writers: Tennyson &
Browning (2 cr.)
See Chairman
See Chairman
Arranged
20-7:20 p.m.
W 5:30-9:10 p.m.
Arranged
20-7:20 p.m.
30-9:30 p.m.
30-9:30 p.m.
T 5:20-7:20 p.m.
T 5:20-7:20 p.m.
T 7:30-9:30 p.m.
W 5:20-7:20 p.m.
Arranged
R 7:30-9:30 p.m.
R 5:20-7:20 p.m.
M 7:30-9:30 p.m.
W 7:30-9:30 p.m.
R 7:30-9:30 p.m.
M 5:20-7:20 p.m.
M7:30-
-9:30 p.m.
Arranged
Arranged
Arranged
Arranged
T 5:20-7:20 p.m.
T 7:30-9:30 p.m.
W 7:30-9:30 p.m.
W 5:20-7:20 p.m.
T 5:20-7:20 p.m.
W 5:20-7:20 p.m.
T 7:30-10:00 p.m.
W 7:30-10:00 p.m.
R 7:30-10:00 p.m.
M 7:30-10:00 p.m.
R 7:30-10:00 p.m.
M 7:30-10:00 p.m.
M 5:20-7 :20 p.m.
T 5:20-7:20 p.m.
8 11:00 a.m.-12:50 p.m.
SCHEDULE OF CLASSES / 19
Eng
585
Eng
589
Eng
591
Eng
600
Eng
660
FdEd
511
FdEd
512
FdEd
512
FdEd
513
FdEd
513
FdEd
513
FdEd
514
FdEd
515
Geog
550
Geog
555
Geog
558
Geog
589
Geog
591
Geog
591
Geol
521
Geol
522
Geo!
524
Geos
506
Geos
507
Geos
550
Grad
515
Grad
516
Grad
516
Grad
550
Grad
650
Hist
511
Hist
532
Hist
542
Hist
543
Hist
544
Hist
552
Hist
591
HE
542
HE
573V
HE
575V
HE
577V
LRes
503
LRes
504
Major Writers: Charles Dickens (2 cr.)
Major Writers: Herman Melville (2 cr.)
Major Writers: Frost & Robinson (2 cr.)
Seminar in British Literature to 1500
(3 cr.)
Seminar in Modern British Literature
(from 1870) (3 cr.)
Historical Foundations of Education (2 cr.)
Philosophical Foundations of Education
(2 cr.)
Philosophical Foundations of Education
(2 cr.)
Social Foundations of Education (2 cr.)
Social Foundations of Education (2 cr.)
Social Foundations of Education (2 cr.)
Comparative Foundations of Education
(2 cr.)
Decision-Making in Curriculum
Development (2 cr.)
Geographic Readings in Geography (2-6 cr.)
Historical Geography of Cities and City
Planning (2-3 cr.)
Urban Planning Basic Studies and
Analysis (2-3 cr.)
Cartography (2-3 cr.)
Geographic Thought and Philosophy
(2-3 cr.)
Geographic Thought and Philosophy
(2-3 cr.)
Mineralogy (2 cr.)
R 5:20-7:20 p.m.
S 9:00-10:50 a.m.
W 5:20-7:20 p.m.
W 7:30-10:00 p.m.
T 7:30-10:00 p.m.
M 7:30-9:30 p.m.
R 7:30-9:30 p.m.
S 9:00-11:00 a.m.
W 12:40-2:40 p.m.
M 5:20-7:20 p.m.
W 5:20-7:20 p.m.
W 7:30-9:30 p.m.
T5:
20-7:20 p.m.
Arranged
M-W-F 4:10- 5:10 p.m.
T-R
M
00-6:15 p.m.
20-7:20 p.m.
M-W 5:00-6:15 p.m.
Petrology (2 cr.)
Glacial Geology (2 cr.)
Earth Deformation (2 cr.)
Life of the Geologic Past (2 cr.)
T-R 4:30-6:00 p.m.
T-R 10:20-11:20 a.m.
W 1:50-5:10 p.m.
W 7: 30-10:00 p.m.
M 7:30-10:00 p.m.
T-R 9:10-10:10 a.m.
F 1:50-5:10 p.m.
W-F 10:20-11:20 a.m.
R 1:50-5:10 p.m.
Operation of the Planetarium (1-2 cr.) T 11:30 a.m.-12:30 p.m.
Elements of Research (2 cr.) R 7:30-9:30 p.m.
Statistical Methods I (2 cr.) R 5:20-7:20 p.m.
Statistical Methods I (2 cr.) M 7:30-9:30 p.m.
Thesis (Var. Cr.) Arranged
Dissertation (Var. Cr.) Arranged
Readings in History (2 cr.) M 5:20-7:20 p.m.
U.S.-British Commonwealth Relations (2 cr.) T 5:20-7:20 p.m.
Contemporary Latin American Problems (2cr.) T 7:30—9:30 p.m.
Modern Asian- African Problems (2 cr
History Seminar (2 cr.)
History of England to 1688 (3 cr.)
Social and Intellectual History of the
United States Since 1875 (3 cr.)
Contemporary Issues in Foods and
Nutrition (2 cr.)
Supervision and Administration in Home
Economics Education (3 cr.)
Home Economics in Higher Education (3 cr
Independent Study in Home Economics
Education (3 cr.)
Writing for A-V Production (2 cr.)
Foundations of Broadcasting (2 cr.)
W 5:20-7:20 p.m.
M 7:30-9:30 p.m.
M-W-F 10:20-11:20 a.m.
T-R 9:45-11:15 a.m.
T 5:20-7:20 p.m.
T 7:30-10:00 p.m.
.)W 7:30-10:00 p.m.
Arranged
M 5:20-7:20 p.m.
M 7:30-9:30 p.m.
20 / GRADUATE SCHOOL AT INDIANA
LRes 515
LRes
LRes
542
543
LRes 544
LRes 560
LRes 568
Math
522
Math
522
Math
524
Math
531
Math
531
Math
533
Math
542
Math
558
Math
559
Math
561
Math
563
Math
571
Math
573
Math
575
Mus
500
Mus
507
Mus
510
Mus
518
Mus
534
Mus
535
Phys
500
Phys
502
Phys
504
Phys
511
Phys
521
Phys
531
Phys
533
Phys
535
Phys
542
Phys
542
Phys
552
Phys
561
Phys
600
Phys
641
Phys
651
Phys
662
Phys
690
PolS
500
PolS
553
PolS
554
PolS
559
PolS
560
PolS
599
Psy
501
Role of Learning Resources— Theoretical
and Research Foundations (2 cr.)
Preparation of Transparencies (2 cr.)
Slide and Filmstrip Production for
Education (2 cr.)
Beginning Cinematography for Education
(2 cr.)
Management of Learning Resources
Program (2 cr.)
Research Methods and Therapy in Learning
Resources (2 cr.)
Theory of Probability (3 cr.) M-W
Theory of Probability (3 cr.)
Mathei. atical Statistics (3 cr.)
Advanced Calculus I (3 cr.)
W 7:30-9:30 p.m.
R 5:20-7:20 p.m.
T 5:20-7:20 p.m.
T 7:30-9:30 p.m.
R 7:30-9:30 p.m.
Advanced Calculus I (3 cr.)
Complex Analysis I (3 cr.)
Curriculum and Supervision in Mathematics
(2 cr.)
Number Theory (3 cr.)
Introduction to Abstract Algebra
(3 cr.)
Abstract Algebra I (3 cr.)
Linear Algebra (3 cr.)
Projective Geometry (3 cr.)
Topology (3 cr.)
Foundations of Mathematics I (3 cr.)
Bibliography of Music (3 cr.)
Music of the 20th Century (3 cr.)
Seminar in Music (3 cr.)
Comprehensive Musicianship (3 cr.)
Practicum in Instrumental Music (2 cr.)
Psychology of Music Education (2 cr.)
Special Studies (1-6 cr.)
Theoretical Physics I (2 cr.)
Theoretical Physics III (2 cr.)
W 5:20-7:20 p.m.
F 12:40-1:40 p.m.
S 9:00-10:50 a.m.
M-W-F 3:00-4:00 p.m.
M-W-F 11:30-12:30 p.m.
T-R 7:30-9:30 p.m.
T-R 5:20-7:20 p.m.
T 5:20-7:20 p.m.
M-W-F 9:10-10:10 a.m.
M-W-F 10:20-11:20 a.m.
M-W 5:20-7:20 p.m.
T-R 5:20-7:20 p.m.
M-W 5:20-7:20 p.m.
M-W 7:30-9:30 p.m.
R 5:20-7:20 p.m.
T 5:20-8:20 p.m.
T 7:20-1 0:00 p.m.
R 7:20-10:00 p.m.
R 5:20-8:20 p.m.
W 7:30-9:30 p.m.
W 5:20-7:20 p.m.
Arranged
M 5:20-7:20 p.m.
R 5:20-7:20 p.m.
Secondary School Physics Laboratory
Practice (2 cr.) W 5:20-7:20 p.m.
Advanced Laboratory Practice I (2 cr.) T-R 8:00-11:20 a.m.
Atomic Structure (2 cr.) M-W-F 10:20-11:20 a.m.
Heat and Thermodynamics (2 cr.) M-W-F 11:30 a.m.-12:30 p.m.
Electronics (4 cr.) M-W-F 1:50-2:50 p.m.
Analytical Mechanics II (2 cr.) T-R 11:30 a.m.-12:30 p.m.
Analytical Mechanics II (2 cr.) T 5:20-7:20 p.m.
Electricity and Magnetism II (2 cr.) W-F 3:00-4:00 p.m.
Quantum Mechanics I (2 cr.) M-W-F 9:10-10:10 a.m.
Methods of Research in Physics (2 cr.)
Advanced Mechanics I (2 cr.)
Advanced Electromagnetic Theory I (2 cr
Quantum Mechanics III (2 cr.)
Research Problems in Physics (1-6 cr.)
The Presidency (3 cr.)
American Political Parties (3 cr
Arranged
W 5:20-7:20 p.m.
T 5:20-7:20 p.m.
M 5:20-7:20 p.m.
Arranged
M-W-F 11:30 a.m.-12:30 p.m.
M-W-F 3:00-4:00 p.m.
Metropolitan Problems (3 cr.)
Constitutional Law and Civil
Liberties (3 cr.)
Political Philosophy (3 cr.)
Political Science Internship (1-6 cr.)
Research Methods I (3 cr.)
M-W-F 12:40-1:40 p.m.
M-W-F 9:10-
M-W-F 10:20
10:10 a.m.
11:20 a.m.
Arranged
M-W 5:20-7:20 p.m.
SCHEDULE OF CLASSES / 21
Psy
530
Psy
534
Psy
542
Psy
545
Psy
561
Psy
572
Psy
575
Sci
575
Soc
564
ss
510
ss
514
ss
521
SH
516
SH
518
SH
540
SH
561
SH
663
Span
525
Span
526
SE
520
SE
531
SE
540
SE
555
SE
565
SPS
526
SPS
527
SPS
530
Psychology of Growth & Development (2 cr.) T 7:30-9:30 p.m.
Abnormal Psychology (2 cr.) R 7:30-9:30 p.m.
Assessment of Personality (3 cr.) M-W-F 3:00-4:00 p.m.
Theory and Techniques of Psychological
Intervention (3 cr.) M-W 7:30-9
Motivation (3 cr.)
Independent Study in Psychology (2-6 cr.)
Advanced Psychological Practicum (3-9 cr.)
Growth of Science and its Concepts I
(2cr.)
Sociology Seminar (3 cr.)
New Approaches in Social Science
Instruction (2 cr.)
Research Methodologies in Social
Science (2 cr.)
Contemporary American Issues (2 cr.)
Stuttering (2 cr.)
Voice (2 cr.)
Advanced Audiology (2 cr.)
Advanced Clinical Practicum I (2-3 cr.)
Advanced Clinical Practicum II (2-3 cr.)
Hispanic Poetry Since 1888 (2 cr.)
The Spanish Novel after the Civil War (2 cr.)
Curriculum and Methods (Elem) (2 cr.)
Psychology of Exceptional Children and
Youth (2 cr.)
Diagnostic Techniques in Special Education
(2 cr.)
Practicum and Internship (2-6 cr.)
Education of Children with Social and Emotional
Maladjustments (2 cr.) S 9:00-10:50 a.m
History and Administration of Higher Education in the
United States of America (2 cr.) T 5:20-7:20 p.m
Student Personnel Services in Higher Education
(2cr.) T 7:30-9:30 p.m
A Seminar on Current Trends in Student Affairs
(2cr.) R 5:20-7:20 p.m
30 p.m.
TBA
Arranged
T-R Arranged
M-W-F 3:00-4:00 p.m.
W 7:30^:30 p.m.
T 7:30-9:30 p.m.
T 5:20-7:20 p.m.
T 5:20-7:20 p.m.
S 9:00-10:50 a.m.
T 5:20-7:20 p.m.
T 7:30-9:30 p.m.
Arranged
Arranged
R 5:20-7:20 p.m.
R 7:30-9:30 p.m.
R 5:20-7:20 p.m.
T 5:20-7:20 p.m.
W 5:20-7:20 p.m.
Arranged
Tentative Schedule of Classes
SPRING SEMESTER, 1975
Anth
591
Art
511
Art
523
Art
527
Art
528
Art
540
Art
550
Bio
530
Bio
530
Bio
536
Bio
536
Bio
557
Bio
557
Bio
560
Studies in Anthropology (3 cr.)
Art Curriculum Development in Art
Education (3 cr.)
Seminar in Art Criticism (3 cr.)
Renaissance Art (3 cr.)
World Art Since 1875 (3 cr.)
Graduate Studio in Ceramics (3-18 cr.)
Graduate Studio in Sculpture (3-18 cr.)
Instrumentation (3 cr.)
Instrumentation (3 cr.)
Comparative Plant Morphology' (3 cr.)
Comparative Plant Morphology (3 cr.)
Animal Morphogenesis (3 cr.)
Animal Morphogenesis (3 cr.)
Herpetology (3 cr.)
R 5:20-7:20 p.m.
T 5:20-8
M 5:20-8
W 5:20-7
W 5:20-7
S 9:00-11
8 9:00-11
T 6:30-10
R 5:20-6
W 5:20-6
M 6:30-10
T 5:20-6
R 6:30-10
S9:00a.m.-12
:20 p.m.
:20 p.m.
:50 p.m.
:50 p.m.
:40 a.m.
:40 a.m.
:30 p.m.
:20 p.m.
:20 p.m.
:30 p.m.
:20 p.m.
:30 p.m.
:45 p.m.
22 / GRADUATE SCHOOL AT INDIANA
Bio
576 Radiation Biology (3 cr.)
Bio
586
Bio
586
Bus
504
Bus
510
Bus
513
Bus
522
Bus
532
Chem
500
Chem
547
Chem
547
Chem
610
Chem
610
Chem
620
Chem
632
Chem
690
CSci
501
CSci
502
CSci
511
CnEd
524
CnEd
525
CnEd
526
CnEd
527
CnEd
529
CnEd
531
CnEd
534
CnED
535
CnEd
536
CnEd
537
CnEd
538
CnEd
539
CnEd
540
CnEd
541
CnEd
545
CnEd
546
CnEd
546
CnEd
550
CnEd
550
Econ
525
Econ
555
EdPsy
501
EdPsy
513
EdPsy
550
EdPsy
573
EdPsy
576
Ed
501
M 1:15-2:50 p.m.
W 1:50-5:10 p.m.
W 6:30-10:30 p.m.
M 5:20-6:20 p.m.
M 7: 30-9:30 p.m.
Taxonomy and Ecology of Bacteria (3 cr.)
Taxonomy and Ecology of Bacteria (3 cr.)
Budgeting and Cost Analysis (2 cr.)
Business Communications and Report
Writing (2 cr.) T 7:30-9:30 p.m.
Foundations of Teaching Business Skills (2 cr.)W 5:20-7:20 p.m.
Sales Promotion and Advertising (2 cr.) R 5:20—7:20 p.m.
Current Business Economic Problems (2 cr.) T 5:20—7:20 p.m.
Arranged
W 5:20-7:20 p.m.
M 5:20-7:20 p.m.
W 7:30-9:30 p.m.
M 7:30-9:30 p.m.
M-W-F 9:10-10:10 a.m.
M-W-F 10:20-11:20 a.m.
Arranged
W 7:30-9:30 p.m.
M 7:30-9:30 p.m.
T-R 11:30 a.m.-l:00 p.m.
M7:30
W5:20
M 7:30-9
Special Studies (1-6 cr.)
Biochemistry II (2 cr.)
Biochemistry II (2 cr.)
Inorganic Chemistry (3 cr.)
Inorganic Chemistry (3 cr.)
Analytical Chemistry (3 cr.)
Sterochemistry (3 cr.)
Research (1-6 cr.)
Computer Programming for Research (2 cr.)
Computers in Education (2 cr.)
Numerical Analysis II (3 cr.)
Evaluation Techniques: Applications
(Elem) (2 cr.)
Case Study Technique (Elem) (2 cr.)
Information Service (Elem) (2 cr.)
Counsultative and Counseling Theory
(Elem) (2 cr.)
Group Procedures (Elem) (2 cr.)
Philosophy and Principles of Gudiance (2 cr.)
Evaluation Techniques: Applications (Sec)
(2 cr.)
Case Study Technique (Sec) (2 cr.)
Information Service (Sec) (2 cr.)
Counseling and Consultative Theory
(Sec) (2 cr.)
Management of the Guidance Services (2 cr.)
Group Procedures (2 cr.)
Supervised Practicum (Elem) (4 cr.)
Supervised Practicum (4 cr.)
Human Relations and Communications (2 cr.) W 5:20
Encounter and Sensitivity in Counseling
(2 cr.)
Encounter and Sensitivity in Counseling
(2 cr.)
Supervision of Guidance Workers (4 cr.)
Supervision of Guidance Workers (4 cr.)
Monetary Economics (3 cr.)
Labor Economics (3 cr
T 5:20-7:20 p.m.
T 7:30-9:30 p.m.
W 7:30-9:30 p.m.
9:30 p.m.
7:20 p.m.
30 p.m.
M 5:20-7:
R 7:30-9:
p.m.
p.m.
W 5:20-7:20 p.m.
M 7:30-9:30 p.m.
W 7:30-9:30 p.m.
M 5:20-7:20 p.m.
T 5:30-9:10 p.m.
R 5:30-9:10 p.m.
7:20 p.m.
W 5:20-7:20 p.m.
R 1:15-3:00 p.m.
R 5:30-9:10 p.m.
T 5:30-9:10 p.m.
See Chairman
See Chairman
Special Topics in Educational Psychology (2 cr.)
Arranged
Ed
503
Individual Evaluation II (4 cr.)
Internship I (2-12 cr.)
Psychology of Adolescent Education II
(2cr.)
Behavior Problems II (2 cr.)
Diagnosis and Remediation of Reading
Disabilities (2 cr.)
Reading Practicum: Remedial Case Studies
(2cr.)
W 5:30-9:10 p.m.
Arranged
W 7:30-9:30 p.m.
W 5:20-7:20 p.m.
T 5:20-7:20 p.m.
T 5:20-7:20 p.m.
SCHEDULE OF CLASSES / 23
Ed
Ed
507
596
Ed 597
ElMath 508
ElMath 542
ElEd 531
ElEd 545
ElEd 548
ElEd
577
ElEd
578
ElEd
579
ElSc
551
ElSc
561
ElSc
580
Eng
510
Eng
521
Eng
525
Eng
535
Eng
544
Eng
546
Eng
548
Eng
551
Eng
571
Eng
573
Eng
610
Eng
680
Eng
696
FdEd
511
FdEd
512
FdEd
512
FdEd
513
FdEd
513
FdEd
514
FdEd
515
Geog
514
Geog
523
Geog
550
Geog
554
Geog
556
Geog
557
Geol
519
Geol
524
Geos
581
R7:30-
W5:20-
Instructional Materials in Reading for
Children and Youth (2 cr.)
Independent Study in Reading Education
(2-4 cr.)
Seminar in Special Problems in Reading (2 cr.)
Coordinate Geometry and Trigonometry II
(2cr.)
Mathematics in the Elementary School (2 cr.)
Curriculum Problems in Elementary
Education (2 cr.)
Experimental Studies in Art Education
(2cr.)
Creativity and the Elementary School
Child (2cr.)
Supervised Internship (3-6 cr.)
Seminar in Elementary Education Internship (3-6 cr.)
Independent Study in Elementary Education (3 cr.)
W 7:30-9:30 p.m.
Arranged
Arranged
-9:30
-7:20
R 5:20-7:20 p.m.
R 7:30-9:30 p.m.
W 7:30-9:30 p.m.
Arranged
Arranged
Arranged
T 5:20-7:20 p.m.
T 7:30-9:30 p.m.
W 5:20-7:20 p.m.
S 9:00-10:50 a.m.
M 5:20-7:50 p.m.
W 7:30-10:00 p.m.
T 7:30-10:00 p.m.
R 5:20-7:50 p.m.
T 7:30-10:00 p.m.
S 9:00-11:40 a.m.
R 5:20-7:50 p.m.
Physics II (2 cr.)
Botany II (2 cr.)
Astronomy (2 cr.)
Bibliographical Methods in Enlgish (2 cr.)
Modern European Fiction (3 cr.)
The Early English Drama (3 cr.)
Criticism (3 cr.)
The Psychology of Language (3 cr.)
TheAge of Johnson (3 cr.)
Victorian Prose and Poetry (3 cr.)
Twentieth Century British Novel (3 cr.)
Major Writers: Faulkner & Hemmingway
(2cr.)
Major Writers: Whitman (2 cr.)
Seminar in British Literature — Renaissance
(1500 to 1660) (3 cr.)
Seminar in Modern American Literature
(from 1870) (3 cr.)
Seminar in the Teaching of College English
(3 cr.)
Historical Foundations of Education (2 cr.) M-W 1:50—2:50 p.m.
Philosophic Foundations of Education
(2 cr.)
Philosophic Foundations of Education
(2 cr.)
Social Foundations of Education (2 cr.)
Social Foundations of Education (2 cr.)
Comparative Foundations of Education
(2 cr.)
Decision-Making in Curriculum Development
(2 cr.)
Quantitative Techniques for Geography and
Planning (2 cr.)
Urban Geography (2-3 cr.)
Geographic Readings in Geography (2-6 cr.)
Contemporary Geography Issues (2-6 cr.)
General City and Regional Planning
(2-3 cr.) M-W-F 4:10-5:10 p.m.
Urban Design (2-3 cr.) T-R 5:00-6:15 p.m.
Crystallography (2 cr.) W 7 : 30-9: 30 p.m.
Glacial Geology (2 cr. ) TBA
Problems in Geoscience (2 cr.) Arranged
T 5:20-7:20 p.m.
W 5:20-7:20 p.m.
W 7:30-10:00 p.m.
R 5:20-7:50 p.m.
M 5:20-7:50 p.m.
R 7:30-9:30 p.m.
T 7:30-9:30 p.m.
8 9:00-10:50 a.m.
M 7:30-9:30 p.m.
W 7:30-9:30 p.m.
R 5:20-7:20 p.m.
M 5:20-7:20 p.m.
T 7:30-9:30 p.m.
Arranged
W 5:20-7:20 p.m.
24 / GRADUATE SCHOOL AT INDIANA
Geos 591
Grad
515
Grad
515
Grad
516
Grad
516
Grad
550
Grad
650
Hist
501
Hist
511
Hist
512
Hist
521
Hist
534
Hist
541
Hist
546
HE
521
HE
571V
HE
574V
HE
578V
LRes
507
LRes
509
LRes
543
LRes
545
Math
522
Math
524
Math
524
Math
532
Math
532
Math
534
Math
537
Math
540
Math
558
Math
558
Math
559
Math
559
Math
562
Math
572
Math
576
Mus
508
Mus
514
Mus
516
Mus
518
Mus
520
Phys
500
Phys
503
Phys
505
Phys
522
Phys
522
Phys
541
Phys
551
Phys
551
Field and Laboratory Investigations in
Geoscience (1-4 cr.)
Elements of Research (2 cr.)
Elements of Research (2 cr.)
Statistical Methods I (2 cr.)
Statistical Methods I (2 cr.)
Thesis (Var. Cr.)
Dissertation (Var. Cr.)
Historiography (2 cr.)
Readings in History (2 cr.)
Readings in History (2 cr.)
History Seminar (2 cr.)
Recent U.S. History (2 cr.)
Modern European Problems (2 cr.)
History of Europe: 1815-1914 (2 cr.)
Problems in Family Living (2 cr.)
Curriculum Development in Home Economics
Education (3 cr.)
Seminar in Home Economics Education
(3 cr.)
Research in Home Economics Education
(3 cr.)
Seminar of Current Problems in Broadcasting
(2 cr.)
Programming of Multi-Media Materials
(2cr.)
Slide and Filmstrip Production for
Education (2 cr.)
Advanced Motion Picture Production for
Education (2 cr.)
Theory of Probability (3 cr.)
Mathematical Statistics (3 cr.)
Mathematical Statistics (3 cr.)
Advanced Calculus H (3 cr.)
Advanced Calculus II (3 cr.)
Complex Analysis II (3 cr.)
Differential Equations (3 cr.)
History of Mathematics (2 cr.)
Number Theory (3 cr.)
Number Theory (3 cr.)
Introduction to Abstract Algebra (3 cr
Introduction to Abstract Algebra
(3 cr.) M-W-F 10: 20-11 : 20 a.m.
Abstract Algebra H (3 cr.) M-W 5:20-7:20 p.m.
Affine Geometry (3 cr.) M-W 7:30-9:30 p.m.
Arranged
R 7:30-9:30 p.m.
R 5:20-7:20 p.m.
T 5:20-7:20 p.m.
W 7:30-9:30 p.m.
Arranged
Arranged
M 7:30-9:30 p.m.
R 5:20-7:20 p.m.
M 5:20-7:20 p.m.
T 5:20-7:20 p.m.
T 7:30-9:30 p.m.
W 5:20-7:20 p.m.
W 7:30-9:30 p.m.
T 5:20-7:20 p.m.
T 7:30-10:00 p.m.
R 7:30-10:00 p.m.
W 7:30-10:00 p.m.
M 5:20-7:20 p.m.
W 5:20-7:20 p.m.
T 5:20-7:20 p.m.
R 5:20-7:20 p.m.
M-W-F 12:40-1:40 p.m.
M-W-F 3:00-4:00 p.m.
S 9:00-10:50 a.m.
M-W-F 11:30 a.m.-12:30 p.m.
T-R 7:30-9:30 p.m.
T-R 5:20-7:20 p.m.
T-R 7:30-9:30 p.m.
M 7:30-9:30 p.m.
T 5:20-7:20 p.m.
M-W-F 9: 10-10: 10 a.m.
M-W 5:20-7:20 p.m.
Foundations of Mathematics II (3 cr.)
Music of the 16th Century (3 cr.)
Advanced Choral Arranging (2 cr.)
Analytical Techniques (3 cr.)
Comprehensive Musicianship (3 cr.)
Foundations of Music Education (2 cr.)
Special Studies (1-6 cr.)
Theoretical Physics II (2 cr.)
Theoretical Physics IV (2 cr.)
Advanced Laboratory Practice II (2 cr.)
Advanced Laboratory Practice II (2 cr.)
Analytical Mechanics I (2 cr.) T-R
Electricity and Magnetism I (2 cr.)
Electricity and Magnetism I (2 cr.)
R 5:20-7:20 p.m.
T 5:20-8:20 p.m.
T 7:30-9:30 p.m.
R 5:20-8:20 p.m.
R 7:20-10:00 p.m.
W 5:20-7:20 p.m.
Arranged
M 5:20-7:20 p.m.
R 5:20-7:20 p.m.
W 5:20-7:20 p.m.
T-R 8:00-11:20 a.m.
11:30 a.m.-12:30 p.m.
W-F 3:00-4:00 p.m.
T 5:20-7:20 p.m.
SCHEDULE OF CLASSES / 25
Introduction to Nuclear Physics (2 cr.) M-W-F 10:20-11:20 a.m.
Methods of Research in Physics (2 cr.) Arranged
Advanced Mechanics II (2 cr.) W 5:20-7:20 p.m.
Advanced Eiectromagentic Theory II (2 cr.) T 5:20-7:20 p.m.
Sohd State Theory I (2 cr.) R 7:30-9:30 p.m.
Quantum Mechanics II (2 cr.) M 5:20-7:20 p.m.
Research Problems in Physics (1-6 cr.) Arranged
The Legislative Process (3 cr.) M-W-F 12:40-1 :40 p.m.
Public Opinion (3 cr.) M-W-F 3:00-4:00 p.m.
American Political Parties (3 cr.) M-W-F 11:30 a.m.-12:30 p.m.
Judicial Process (3 cr.) T-R 1:15-2:45 p.m.
Modern Political Thought (3 cr.) M-W-F 1:50-2:50 p.m.
Federal Administrative Policy (3 or.) T-R 9:45-11:15 a.m.
Comparative Political Studies (2 cr.) T 7:30-9:30 p.m.
Political Science Seminar (2 cr.) M 7:30-9:30 p.m.
Political Systems-Latin America (3 cr.) M-W-F 9:10-10:10 a.m.
Political Systems-Atlantic Community
(3cr.) M-W-F 10:20-11:20 a.m.
Political Science Internship (1-6 cr.) Arranged
Research Methods II (3 cr.) M-W 7:30-9:30 p.m.
The Psychology of Personality (2 cr.) M 7:30-9:30 p.m.
Psychology of Learning (2 cr.) T 7:30-9:30 p.m.
Principles of Behavior Modification (3 cr.) M-W 5:20-7:20 p.m.
Social Psychology of Change (3 cr.) M-W-F 3:00-4:00 p.m.
Independent Study in Psychology (2-6 cr.) Arranged
Advanced Psychological Practicum (3-6 cr.) T-R Arranged
History of Psychology (3 cr.) TBA
The Growth of Science and Its Concepts II
(2cr.) M-W-F 3:00-4:00 p.m.
Deviant Behavior (2 cr.) M 5:20-7:20 p.m.
Articulation (2 cr.) T 5:20-7:20 p.m.
Adult Aphasia (2 cr.) S 9:00-10:50 a.m.
Speech Science (2 cr.) T 7:30-9:30 p.m.
Advanced Clinic Practicum I (2-3 cr.) Arranged
Advanced Clinic Practicum II (2-3 cr.) Arranged
History of the Spanish Language (2 cr.) T 7:30-9:30 p.m.
Hispano-American Authors (Social Theme)
(2cr.) T 5:20-7:20 p.m.
Curriculum and Occupational Education
(Secondary) (2 cr.) T 5:20-7:20 p.m.
Orientation to Rehabilitation (2 cr.) S 9:00-10:50 a.m.
Practicum and Internship (2-6 cr.) Arranged
Selected Problems and Research (2 cr.) Arranged
Internship in Student Personnel Services
(2-4 cr.) T 5:20-7:20 p.m.
SPS 529 Seminar in Student Personnel Administration
(2cr.) T 7:30-9:30 p.m.
Phys
565
Phys
600
Phys
642
Phys
652
Phys
657
Phys
661
Phys
690
PolS
551
PolS
552
PolS
553
PolS
558
PolS
561
PolS
571
PolS
572
Pol
574
PolS
581
PolS
586
PolS
599
Psy
502
Psy
533
Psy
536
Psy
546
Psy
550
Psy
572
Psy
575
Psy
590
Sci
576
Soc
562
SH
510
SH
532
SH
550
SH
561
SH
663
Span
510
Span
530
SE
521
SE
522
SE
555
SE
560
SPS
528
26 / GRADUATE SCHOOL AT INDIANA
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THE GRADUATE SCHOOL
AT INDIANA
28 / GRADUATE SCHOOL AT INDIANA
THE GRADUATE SCHOOL
AT INDIANA
GENERAL INFORMATION
Graduate work was inaugurated at Indiana University of Penn-
sylvania in September, 1957.
Programs leading to the degrees Master of Education, Master of
Arts, Master of Science, Doctor of Education, and Doctor of
Philosophy are now available. Non-degree programs leading to
certification as Learning Resources Specialist, Reading Specialist, and
School Psychologist are now available. During the academic year
1971-72 the institution conferred the Master's Degree on 263
graduate students: 189 the M.Ed., 47 the M.A., and 27 the M.S.; 11
students the Specialist Certificate and one student the Doctor of
Philosophy.
In all graduate programs the objectives are (1) to encourage
excellence in scholarship, (2) to provide for depth in the student's
special field, and (3) to stimulate enthusiasm for continued cultural
and professional growth.
Location — Indiana University of Pennsylvania is located in
Indiana, Pennsylvania, a community with a population of approx-
imately 20,000. Indiana is 30 miles north of Johnstown and 60 miles
northeast of Pittsburgh. Situated in the foothills of the Allegheny
Mountains, Indiana has a climate that is conducive to study the year
round.
University Catalog — Detailed information about the University,
its academic requirements, the names of the faculty, and the facilities
are described in the general catalog. This publication may be
obtained by writing to the Registrar.
Library — The Rhodes R. Stabley Library provides excellent
facilities for graduate work with professional librarians readily
available for assisting with specialized reference work.
The present book collection of 425,000 volumes grows at the rate
of approximately 50,000 volumes annually. The library owns
600,000 units of microform and in addition there are extensive
holdings of periodicals (about 4,000 current titles), microfilms,
microcards, curriculum materials, federal and state documents, and
phonograph records.
GENERAL INFORMATION / 29
The Rhodes R. Stabley Library was opened in 1961. It is designed
to give efficient service through a uniform flow of library materials in
an attractive, but functional setting. At least one professional
librarian is always on duty to provide reference service. Book stacks
are open to all students.
All periodicals and reference volumes are located on the main
floor of the library. The book collection arrangement follows the
Dewey Decimal Classification System. Books numbered 000 through
699, as well as the reserve book collection and microfilm and
microcard materials, are located on the ground floor. Books
numbered 700 through 999, fiction, the curriculum materials
collection, the children's literature collection, Pennsylvania col-
lection, and government documents are located on the top floor.
Graduate students are both encouraged and expected to spend
time in the Library. Particular attention is given by librarians to
giaduate students in procurement of needed materials and the
further development of proficiencies. The Library subscribes to the
spirit and the letter of the General Interlibrary Loan Code, which
regulates the procurement of materials via interlibrary loan.
With the exception of those books which are reserved for special
purposes, all books circulate for three weeks. Periodicals do not
circulate.
Hours: 7:45 a.m. — 10:30 p.m. — Monday through Thursday
7:45 a.m.- 9:30 p.m. - Friday
7:45 a.m. — 5:00 p.m. — Saturday
2:00 p.m. - 10:30 p.m. - Sunday
Summer and vacation hours are posted at the library entrance.
Library Staff: William E. Lafranchi, Director of Libraries; Ronald
A. Steiner, Associate Director of Libraries; Richard Chamberlin,
Carol Connell, John Grassinger, Carolyn Grundy, Paul R. Hicks,
James Hooks, David Kaufman, Robert Kirby, John Lucas, Lynne
Lucas, Katheryne Mallino, Wanda Rife, Martha Scheeren, Daniel
Shively, Marie E. Snead, Dorothy Volm, Edward G. Wolf.
Learning Research Center — Housed in the Learning Research
Center at Davis Hall are the University School, a control and
production center for both open and closed circuit television, several
special clinics, an audio-\isual center, and teaching materials cen-
ter.
The University School with an enrollment of 160 students from
kindergarten through sixth grade, provides an opportunity for grad-
uate students to observe and to participate in problems relating to
teaching.
The Audio-Visual Center provides graduate students with an
excellent collection of films, filmstrips, and other audio-visual
equipment. Students may learn how to use audio-visual materials
through courses offered in this area.
The Computer Center — In addition to the services provided by
30 / GRADUATE SCHOOL AT INDIANA
the Rhodes R. Stabley Library and the Learning Research Center,
there is a Computer Center, estabhshed in July 1963, located in the
heart of Indiana's main campus. The Center provides computational
support for undergraduate and graduate courses, faculty and student
research, and the administrative requirements of the University. The
computing capacity of the Center is provided by a large-scale disk
oriented central processor which supports both time-sharing and batch
processing services for the university community. Typewriter ter-
minals, located both in the Computer Center and in various depart-
ments on campus, permit the use of the computer on a time-sharing
basis. Keypunching facilities and a full complement of tabulating
equipment are available in the Computer Center for student use.
Additional keypunching facilities are also available in many depart-
ments on campus. Aid in the use of the computer and facilities may
be obtained from user assistants on duty at the Computer Center, and
from the Center's professional staff.
Indiana's Computer Center plays an active part in the daily
functioning of the University. It is the principle laboratory facility
for computer-oriented courses and is used as a teaching aid in many
classes involving statistical and numerical analyses and computer sim-
ulations. The staff at the Center is actively involved in continuing
work aimed at making computers a more effective and readily
accessible tool for both the academic and administrative segments of
the university community.
Placement Service — Placement is a service offered by Indiana
University of Pennsylvania to its graduates without charge. The
services of the Placement Bureau are available to students who have
received their Master's degree or who have been accepted as
candidates for the degree in the Indiana Graduate School. Graduate
students wishing to take advantage of placement service should
complete the necessary forms with the Director of Placement.
Financial Aid
ASSISTANTSHIPS
For full-time graduate students (9 or more semester hours), a num-
ber of graduate assistantships determined by Commonwealth alloca-
tion are available at the University each year. Duties include teaching
under supervision, assisting professors in an instructional or research
capacity and providing needed student services.
There are two levels of assistantship assignment. A half-time
graduate assistant performs duties for 20 hours per week and receives
a stipend of $2705. A quarter-time graduate assistant performs duties
for 10 hours per week and receives a stipend of $1352. Both assistant-
ship levels provide a waiver of tuition for a 12 month period following
the assumption of duties.
GENERAL INFORMATION / 31
Students interested in assistantship appointments should request
applications from tiie oHice ol the Associate Dean ol the Graduate
School. The deadline for making application is March 15. Applicants
for assistantship must complete their applications for admission to
the Graduate School and be accepted before they can be considered
for an assistantship. Assistantship appointments are made by the
Chairman or Director of Graduate Studies in the department
concerned with the approval t)f the Graduate School. Applicants are
notified of the decision of their application on or shortly after April
1.
SCHOLARSHIPS
The Board of Trustees of the Indiana University of Pennsylvania
has authorized the Loan and Scholarship Committee to award some
scholarship aid to meritorious graduate students. The following
procedure has been established by the Loan and Scholarship
Committee.
L One $50.00 scholarship be awarded each semester to the
graduate student who best merits the award.
2. Three members of the Graduate Council serve as a committee
to recommend the recipient to the Loan and Scholarship Committee.
3. Nominations for the award be made to the committee by the
Dean of the Graduate School.
4. To be eligible for nomination the student must have completed
twelve semester hours of graduate work at Indiana and be an
approved candidate for a graduate degree at Indiana.
Delta Pi Epsilon Graduate Scholarship — This graduate scholarship
was established by Beta Alpha Chapter of Delta Pi Epsilon which is a
National Honorary Graduate Fraternity in Business Education. The
scholarship award of twenty-five dollars is made each year by Beta
Alpha Chapter and is awarded to a business education graduate
student on the basis of outstanding scholarship and research.
Kappa Delta Pi Graduate Scholarship — The Kappa Delta Pi
Graduate Scholarship was established by Beta Gamma Chapter of
this university to honor that member of the graduate group who is
judged the ideal student. This award of twenty-five dollars is made
each year by a committee of the local chapter and is awarded on the
basis of scholarship and research competition.
Counselorships for Men — Appointments are available to men
graduate students to serve as Hall Counselors and House Heads in
undergraduate dormitories on and off campus. Backgiound or
training in counseling or personnel work is desirable though not
essential. These appointments are made for each semester, and are
usually renewable for the second semester at the regular stipend for a
hall counselor. Requests for information and applications should be
addressed to the Dean of Men. Completed application forms should
be submitted to his office by April 1 for openings in the Fall.
32 / GRADUATE SCHOOL AT INDIANA
Counselorships for Women — Several appointments are available to
women graduate students to serve as counselors in residence halls.
Counselors receive $30.00 per month in return for working with
undergraduates in the areas of social, academic, and emotional
adjustment. Applications should be submitted to the office of the
Dean of Women by March 25.
Veterans — Indiana is approved to offer training under the various
G.I. Bills (Pubhc Law 550) and Pubhc Law 894 (disabled Korean
veterans). Students who are entitled to training under one of these
bills should contact the Veterans' Counselor immediately after being
accepted for admission to Indiana in order to secure additional
instructions. This procedure is necessary so veterans may be included
on the monthly payrolls. The Office of the Veterans' Counselor is in
Gordon Hall.
Housing Facilities
Room reservations can be made by writing to the Director of
Housing. An advance registration deposit will not be required to
reserve a room for summer sessions.
Students are not expected to room alone. Therefore, students are
urged to apply in pairs. In this way each student is assured a
congenial roommate. Single applications are handled to the best
possible advantage, but the university prefers that students make
their own choices whenever possible. Applications for rooms are filed
in the order in which they are received.
Those in the Indiana Graduate School who desire housing facilities
for the summer should write for information and make reservations
with the Director of Housing. All housing arrangements should be
cared for as early as possible.
The housing fee, which includes room, board, and laundry, is
$22.00 per week.
Privately owned graduate student apartments are also available at
reasonable rates the year round.
ACADEMIC INFORMATION
34 / GRADUATE SCHOOL AT INDIANA
ACADEMIC INFORMATION
PROCEDURES AND REGULATIONS
A student is expected to assume full responsibility for knowing
the regulations of the Graduate School. These regulations are set
forth in the catalog. Students should be familiar with general
regulations governing requirements for the degree and specific regula-
tions governing the program he plans to work in. In addition students
should be familiar with regulations set forth in Graduate Student
Rights and Responsibilities. A copy may be secured from the
Graduate School Office.
PROGRAM CHANGES
To insure their quality and relevance, the graduate programs at
Indiana University are subject to constant review and change by
responsible and duly-appointed groups. Consequently, the University
recognizes that provision must be made to prevent hardship to
students already enrolled in programs when program or general
university requirements are changed. Because of this, students
affected by changes in programs, policies and regulations are given
the option of following the requirements in force when the student
first enrolled for graduate study or those requirements in force at the
time of expected graduation. While it is the student's option to
choose between old or new requirements for his chosen program, he
cannot vacillate between adhering to either one or the other set of
requirements. Should a matter of interpretation of such situations
arise, the student, his advisor, or both should petition the Dean of
the Graduate School for a decision on which requirements apply.
Admissions
Admission to the Graduate School is required of all students who
wish to take graduate courses for graduate credit. Each student
applying for admission, either as an applicant for a graduate degree
program or as an applicant for a non-degree program, must file with
the Graduate School an application for admission and such other
supporting documents required. Application materials will be
supplied by the Graduate School upon request. The appUcation
materials should be on file in the Graduate School at least two
ACADEMIC INFORMATION / 35
months prior to the beginning of the semester or term in which the
appHcant expects to begin graduate work. PLach apphcant should
check the Calendar in this catalog tor application deadlines.
Admission to the Graduate School means that a student may
program and register for graduate courses. Admission to the
Graduate School does not guarantee subsequent admission to
candidacy for a degree nor does it guarantee successful completion of
all requirements for the degree.
APPLICATION PROCEDURES
1. Each applicant must file with the Dean of the Graduate Scho<jl a
complete application form.
2. Each applicant must request two copies of official transcripts from
each undergraduate and graduate institution attended. Forms for
requesting transcripts are included in the application package.
3. Each applicant should request letters of recommendations from
three individuals familiar with his background. At least two letters
should be requested from individuals familiar with the academic
background of the applicant. Recommendation forms are included
in the application package.
4. Applicants may be asked to take the Miller Analogies Test and/or
the Graduate Record Examinations and have a personal interview.
5. An application fee in the amount of $10.00, non-refundable, must
accompany the application. The check should be payable to:
Indiana University of Pennsylvania.
REQUIREMENTS FOR ADMISSION
1. An applicant must have a Bachelor's degiee from a college or
university accredited by the Middle States Association of Colleges
and Secondary Schools or an equivalent regional accrediting
agency.
2. The applicant shall present an official transcript of all previous
college and university work. The undergraduate honor point value
should be 2.6 or better for all four years (2.6 assumes a grading
system in which A - 4.0). If not, the applicant under certain
circumstances may be asked to submit additional evidence of
academic ability. Normally, this additional evidence may be in the
form of scores from the Miller Analogies Test and/or the Graduate
Record Examination and a personal interview.
3. Applicants planning admission to programs leading to the M.Ed,
degree should have a Provisional Pennsylvania Teachers Certificate
or its equivalent. Applicants for admission to graduate study
leading to the M.Ed, degree who do not have proper teacher
certification will be required to complete a planned program
leading to certification by the time the student applies for
candidacy for the M.Ed, degree.
4. It is strongly recommended that an applicant have an under-
graduate major in his intended field of specialization for graduate
36 / GRADUATE SCHOOL AT INDIANA
Study. However, if the intended field of specialization for graduate
study is other than his undergraduate major, he may be asked to
make up deficiences. Credit received from deficiency courses will
not be counted towards his degree requirements.
ADMISSION CLASSIFICATIONS
An applicant for admission to the Graduate School will receive
notification of admission classification from the Dean of the
Graduate School no later than one month prior to the term in which
the applicant intends to begin study. Admission classifications are as
follows:
1. Full Graduate Standing. This classification may be given to an
applicant who plans to work towards a graduate degree in the field
of study and who has satisfied the requirements for admission to
the Graduate School. Admission to the Graduate School on full
graduate standing allows the applicant to program for courses, but
it does not guarantee subsequent admission to candidacy for a
degree in a specific field.
2. Provisional Graduate Standing. This classification may be given to
qualified apphcants who plan to work towards a graduate degree,
but whose application materials are imcomplete at the time of
admission. However, if upon completion of application the
applicant does not meet the minimum standards for admission, he
will be denied admission.
3. Special Graduate Standing. This classification may be granted to
applicants who do not plan to work towards a graduate degree and
have satisfied the requirements for admission to the Graduate
School. Apphcants granted special graduate standing who wish
at a later time to be reclassified to full graduate standing may
request reclassification. Credits completed while on special grad-
uate standing may, under certain circumstances, be applied
towards a graduate degree after the student's classification has
been changed to full graduate standing. Such action requires
approval of the Graduate Dean.
4. Inactive Standing. Apphcants who decide to postpone their actual
enrollment in graduate classes will be classified as inactive.
Applicants may remain on inactive status up to one year after the
intended date of initial enrollment in courses. Thereafter, they
must reapply for admission to the Graduate School.
5. Denied Admission. This classification may be given to an applicant
who does not satisfy the minimum requirements for admission to
the Graduate School. An individual denied admission will nor-
mally receive a letter giving the reasons for the denial.
Miller Analogies Test — Apphcants for admission who are
requested to take the Miller Analogies Test should schedule the
examination through the Graduate School. The test is administered
several times a month. Applicants taking the M.A.T. at another
ACADEMIC INFORMATION / 37
institution should request that the score be sent to Dean, Graduate
School, Indiana University of Pennsylvania.
Graduate Record Examinations — Applicants for admission who
are requested to take the Graduate Record Examinations and all
applicants for admission to candidacy who are reqired to take tHe
Graduate Record Examinations may take these examinations at
Indiana University of Pennsylvania. The examinations are normidly
administered four times a year. Individuals wishing to take the
Graduate Record Examinations should write Educational Testing
Service, Princeton, New Jersey 08540. Information regarding dead-
lines may be secured from the Graduate School. Students taking the
Examinations should request that the scores be sent to Dean,
Graduate School, Indiana University of Pennsylvania.
FOREIGN STUDENT APPLICANTS
All foreign students applying for admission to the Graduate
School should follow the general procedures for applying for
admission. In addition each applicant whose native language is not
English must present evidence of ability to comprehend English.
Each applicant should plan to take the Test of English as a Foreign
Language (TOEFL) administered by the Educational Testing Service,
Princeton, New Jersey, U.S.A. No foreign student's application will
be considered until scores are filed with the Dean, Graduate School,
Indiana University of Pennsylvania. Each applicant must also present
evidence to the Graduate School of adequate financial resources.
These resources should be sufficient to meet the cost of living in
Indiana, Pennsylvania, cost of travel to and from the student's native
country and cost of graduate education. Evidence of adequate
financial resources should be sent directly to the Dean, Graduate
School, Indiana University of Pennsylvania, Indiana, Pennsylvania
15701. As a regular procedure, the Graduate School notifies the
University Foreign Student Advisor at the time of every foreign
student's application. Applicants with questions on legal-political
matters should direct them to him.
AUDITORS
A student cannot audit a class unless he has been admitted to the
Graduate School. Auditors must have permission from the instructor
and the Dean of the Graduate School before programming as an
auditor. An auditor will pay the normal tuition and required fees. An
auditor will, with permission from the instructor, participate in class
discussion, do practicum work, take examinations and share the
privileges of a class member. An audit grade will be given only if
the student has completed all course requirements. The auditor
cannot secure credit for his work nor can he subsequently secure
credit for work done in the course. A student, who because of his
status as a graduate assistant or a fellowship recipient, is jequired to
register for a certain number of credits is not permitted to count
those courses for which he is registering as an auditor for this purpose.
38 / GRADUATE SCHOOL AT INDIANA
ACADEMIC LOAD
Many graduate students depend upon part-time or full-time employ-
ment to meet expenses. A student who is thus employed must recog-
nize the time demands of his work schedule in planning his academic
program. The Graduate School takes the position that the facilities
of the Graduate School should be made available only to students
who can profit from their Graduate School experience to a
maximum extent.
It is possible for students to schedule a full-time load in many of
the approved programs. Eight to sixteen semester hours of work per
semester is regarded as a full-time graduate load. Seven semester
hours of work or less is regarded as a part-time graduate load.
Students who intend to take a full-time load should not plan to hold
an outside full-time job. Graduate Assistants cannot register for more
than thirteen hours in any one semester. No student can accumulate
more than six hours in "tour" courses toward a degree.
Programming and Registration
Advisement — After a student has been admitted to the Graduate
School, he should check with the Chairman or the Director of
Graduate Studies in his intended field of study. If the student is
unclassified, he should consult with the Deans of the Graduate
School. Advisement is required for all students enrolling for graduate
classes for the first time. Certain departments require that students
be advised before programming for courses each semester. Consult
instructions with program materials for a listing of departmental
instructions on advisement.
Programming — Prior to each semester or summer session the
graduate student will receive program materials and instructions from
the Graduate School. Fill out the program form according to
instructions and return form to the Graduate School by the deadline
specified in the Calendar. Each program must be subsequently
approved by the Graduate Dean.
Final Registration — After the student has returned his program to
the Graduate School, he will receive a bill for tuition and fees from
the Business Office. Bills should be paid before the student attends
classes. Final registration for the course is not complete until tuition
and fees have been paid.
Program Changes — Program changes can be made for justifiable
reasons up to the end of the first week of courses. Check Calendar
for the deadhne. All changes must be approved by the Graduate
Dean. A fee of $10.00 will be charged for all changes after the
deadline date for mail programming.
ACADEMIC INFORMATION / 39
Tuition and Fees
F'ull-Time 'I'uitioii 9 or more hours (lor Pennsylvania
residents) $ 750.00
Full-Time Tuition — 9 or more hours (tor non-residents
of Pennsylvania) $1,500.00
Part-Time Tuition (lor Pennsylvania residents)
Per Semester Hour Credit $42.00
Part-Time Tuition (lor non-residents ol Pennsylvania)
Per Semester Hour Credit $46.00
Summer Session I'uition (for Pennsylvania residents)
Per Hour Credit $42.00
Summer Session Tuition (for non-residents of Peima.)
Per Hour Credit $46.00
Application Fee (Must accompany application form) $10.00
Service Fee — Academic Year Full-Time Students
(8 credits or more) $30.00
Academic Year Part-Time Students
(7 credits or less) $ 1 1 .00
Main Summer Session — All Graduate Students. $ 10.50
Pre and Post Summer Session —
All Graduate Students $ 3-75
Program Change Fee $10.00
Applied Music Fee $70.00
Auditors Fee (Same as tuition)
Graduation Fee $ 5.00
Master's Cap, Hood and Gown Fee Nominal
Thesis or Research Project Binding Expenses
Thesis - Per Copy $ 4.00
Project - Per Copy $ 4.00
All fees are subject to change without notice.
REFUNDS
No portion of the course tuition shall be refunded after the end of
the sixth week of classes. A graduate student is considered to be in
class attendance up to the date on which he submits to the Graduate
Dean a written notice of his intent to withdraw. In the case of
withdrawals occurring before the seventh week of classes, the
following procedures prevail. If a student cancels his registration
earlier than seven days before the first night of Graduate School
classes, he receives a full refund. If he withdraws in the period
beginning seven days before the beginning of classes, to and including
the seventh day of Graduate School classes, he forfeits one-quarter of
the total semester's charges or $50.00, whichever is greater. If a
student withdraws during the period beginning with the eighth day
of Graduate classes and the end of the sixth week of Graduate
40 / GRADUATE SCHOOL AT INDIANA
Classes, he forfeits one-half of the total semester's charges or
$100.00, whichever is greater. No refunds will be made for summer
sessions. No refunds will be granted to students suspended or
expelled by the University.
WITHDRAWALS
Withdrawal From Courses — If a student withdraws from a course
before one-half of the periods scheduled, he may do so by notifying
the Graduate Dean in writing of his intent to withdraw. A grade of
"W" will be entered on the permanent record. A student with-
drawing from a course after the completion of one-half of the
scheduled periods will automatically receive an "F". If withdrawal is
caused by a health condition or for another approved reason, the
grade may be indicated as incomplete and made up within sixty days
of the end of the semester in which the grade was given.
Withdrawal From Graduate School — If a student withdraws from
the Graduate School, the Dean of the Graduate School must be
notified in writing. Students withdrawing for reasons of health or
military service may be reinstated at some future time without the
leave period counting as part of the five years required to complete
the degree. Students who have been receiving financial aid through
the Financial Aid office must process through that office at the time
of their withdrawing.
Grading System
The following grading system is used for all graduate classes:
A — Excellent C — Fair I — Incomplete
B — Good F — Failure W — Withdrawn
An "I" (Incomplete) may be issued only when the work is
interrupted for justifiable reason. No "I" can be given without the
consent of the Dean of the Graduate School. An "I" must be made
up within sixty days of the end of the semester in which it was given.
An "I" given for Grad 550. or Grad 650 may be carried indefinitely.
If not made up within the sixty day period, the "I" will
automatically become an "F". A "W" will be entered on the
permanent record if the student officially withdraws before the
completion of one-third of the scheduled periods. No "W" can be
given without the consent of the Dean of the Graduate School. If a
student officially withdraws after the completion of one-third of the
scheduled periods, an "F" will be entered on the permanent record.
However, if this withdrawal is justifiable and approved by the
Graduate Dean, an "I" can be given.
Applicants for Specialist
Certification Programs
Indiana University of Pennsylvania offers specialist certification
ACADEMIC INFORMATION / 41
programs in Learning Resources, Public School Psychology, Elemen-
tary Education and Reading. Applicants lor these prc^grams should
follow the same procedures for admission, programming and regis-
tration described above. Applicants should check program descrip-
tions in catalog for special requirements. The specialist certificate
program in Learning Resources and Mass Media is a pre-master's level
program. Applicants must hold a permanent college certificate for
elementary or secondary education.
The educational specialist certificate program in Elementary
Education requires one year of study beyond the M.Ed, degree.
Applicants to this program must hold a Master's degree before
applying to the program.
The Public School Psychology program is designed for those
individuals who are seeking certification as Public School Psychol-
ogist in the Commonwealth of Pennsylvania. Applicants for ad-
mission to this program must have a Master's degree and an
Instructional or Specialist certificate from an accredited institution.
The Reading program is designed for those indi\iduals who are
seeking certification as (1) Reading Specialist or (2) Reading
Supervisors. The program leading to certification as a Reading
Specialist may be taken in conjunction with an M.Ed, program in
Reading. Applicants who arc seeking certification as Reading
Supervisors must complete all requirements for the NLEd. in
Reading, be eligible for a Level III certificate and eighteen semester
hours of course work selected from Reading Supervisor's Program of
Studies.
Class Cancellation
It is the policy of the Graduate School not to cancel regularly
scheduled classes because of weather conditions, nor does the
Graduate School issue annoimccmcnts over radio stations or in
newspapers or give information through its switchboard that classes
will be suspended because of such conditions. In cases of emergency
which disrupt transportation facilities or create personal problems,
students should make decisions as to attendance which appear
appropriate to them in their particular circumstances.
Graduate Student Rights and Responsibilities
In 1971 a document on graduate student rights and responsibilities
was formulated through student and faculty action and approved by
the Board of Trustees. A copy of this document is available to any
student at the Graduate Office upon request. Some of its key
provisions are the following.
General — When a student is admitted to the Graduate School, he
assumes responsibility for following the procedure for (a) pro-
gramming and registering, (b) payment of fees, (c) withdrawal from
42 / GRADUATE SCHOOL AT INDIANA
class, (d) residency, (e) time requirements, (g) degree candidacy, and
(h) graduation.
Grading — A student has the right to expect that all course
requirements, including grading criteria and procedures, will be made
clear early in a course and that course grades will represent the
instructor's professional and objective evaluation of performance.
Evaluation — A departmental evaluation of academic progress and
professional potential is to be placed in personal files. Such
evaluation is available upon request.
Instruction — One has the right to instruction which encourages
the free and open discussion of ideas, and which respects the
individual needs and aspirations of the students. Likewise, it is one's
responsibility to maintain the classroom decorum and atmosphere
which insures that this process of learning can take place.
Advisement — One has the right to the best advice and counsel
that your department can provide in such areas as program and
planning, selection of courses and professors, and general degree
requirements.
Role In One's Department — Each department offering a graduate
program is required to establish a Graduate Studies Committee and is
urged, but not required, to form an association for its graduate
students.
The Graduate Student Council — The Graduate Student Council is
the graduate students' organization. One representative to serve on
the Graduate Student Council is elected from each department by
the full- and part-time graduate students of that department. The
Graduate Student Council functions to serve all graduate students by
regularly reviewing the policies of the Graduate Council, by
participating in the judicial procedure for graduate students, and by
working to improve the social and cultural life of the Graduate
student.
Judicial Procedure — Any member of the academic community of
Indiana University of Pennsylvania may initiate a case involving the
rights or responsibilities of graduate students. The Graduate Student
Judiciary, composed of the three officers of the Graduate Student
Council and two other council members, has original jurisdiction in
all cases. A case may be referred, or a decision appealed, to the
Departmental Graduate Judiciary, composed of the Director of
Graduate Studies of the Department, two members of the graduate
teaching staff, and two graduate students.
The final step in the judicial procedure is the University Graduate
Judiciary, composed of five members of the Graduate Council. The
University Graduate Judiciary hears all appeals brought before it, and
its decision is final and binding.
ACADEMIC INFORMATION / 43
PRINCIPAL'S CERTIFICATES
Regulations for Principal's
Certificates in Pennsylvania
On October 1, 1964, new letfulalions tor the issuance of
principal's certilicates became elfeclive. The new rejJiilations for the
provisional elementary or secondary priiicipal's cerlilicate arc sub-
stantially as follows: An applicant shall: (1) Hold a Pennsylvania
College Certificate. (2) Have three years of successful experience. (3)
Complete 45 semester hours of graduate study, including a Master's
degree with the following minimum recjuirements: (a) 12 semester
hours in an academic field other than psychology; (b) graduate study
in developmental and remedial reading; (c) 15 semester hours
distributed among administrative processes, curriculum and instruc-
tional processes, and the history and role of the school in society;
and (d) documentary evidence of proficiency in FLnglish. The College
Certificate and experience must be at the level (elementary or
secondary) for which administrative certification is requested.
The Cooperative Administration of the Regulations by
Indiana University of Pennsylvania and
The Pennsylvania State University
An applicant for a Provisional Elementary or Secondary Principal's
certificate must be endorsed by an institution with an approved
program in administration. Indiana does not provide a program in
administration but has a cooperative arrangement with The Penn-
sylvania State University whereby a student interested in this
certification may secure the endorsement of the approved institution
by the following plan:
1. If a candidate for one of these certificates completes graduate
work at Indiana for a Master of Education Degree in Elementary
Education or in an academic field, he may complete the post
master's-work (at least 15 hours) at The Pennsylvania State Univers-
2. When the Student applies for admission to candidacy for the
M.Ed, at Indiana, he should indicate his intention to seek prin-
cipalship certification. The Dean of the Indiana Graduate School will
review the candidate's qualifications and may recommend the
candidate to The Pennsylvania State University.
3. The Pennsylvania State University decides how much of the
graduate work completed at Indiana may be counted towards the 45
hours needed for certification endorsement. Part or all of the
minimum 30 hours earned for the M.Ed, at Indiana may be
acceptable. The student should plan to schedule reading courses and
courses in measurement and statistics as electives in his program at
Indiana.
4. The completion of the research requirement at Indiana may be
44 / GRADUATE SCHOOL AT INDIANA
accepted as documentary evidence of proficiency in English.
5. After completion of his graduate program at Indiana, the
student should seek admission to the Graduate School of The
Pennsylvania State University indicating his interest in principalship
certification. For application forms and information write to: The
Assistant Dean for Admissions, The Graduate School, The Penn-
sylvania State University, University Park, Pennsylvania 16802.
6. The provisional certificate based on the 45 hours is valid for
serving as a Principal for five years. To make this provisional
certificate permanent, 15 additional approved graduate hours are
required and may be completed at The Pennsylvania State University
or other institutions with an approved administration program.
Master's Degree Programs
The Graduate School at Indiana University offers work leading to
the degree Master of Education in the following fields:
Art Home Economics
Biology Learning Resources
Business Mathematics
Chemistry Music
Counselor Education Physics
Educational Psychology Reading
Elementary Education Science
Elementary Mathematics Social Science
Elementary Science Spanish
English Special Education
Geography Speech and Hearing
Geoscience
Work leading to the Master of Arts degree is offered in:
Counseling Services Music
Criminology Psychology
English Social Science
Geography Spanish
History
Work leading to the Master of Science degree is offered in:
Biology Geoscience
Business Mathematics
Chemistry Physics
Geography
In addition to the above programs, an interdisciplinary in-
dependently structured PROFESSIONAL GROWTH program has
been developed. The degree awarded will be either an M.A., M.S., or
M.Ed, depending on the various area concentrations determined by
each student and his advisory committee. For further information
write PROFESSIONAL GROWTH DEGREE, THE GRADUATE
ACADEMIC INFORMATION / 45
MASTER'S DEGREE PROGRAMS
SCHOOL, INDIANA UNIVERSITY OF PENNSYLVANIA,
INDIANA, PENNSYLVANIA.
REQUIREMENTS FOR THE MASTER'S DEGREE
All students working towards a master's degree must satisfy the
minimum Graduate School requirements described below. In addi-
tion each department may have special requirements. Students
should i)e familiar with the requirements in their own department.
Under certain circumstances Graduate School requirements for the
Master's degree may be satisfied by means of substitution. In no case
will a requirement be waived. Requests for the acceptance of
substitutions should be made in the form of a petition to the
Graduate Council. Each petition must have the appro\al of the
Graduate Dean and the Department Chairman.
Residency Requirement — Each student working towards a
master's degree must satisfy the residency requirement. The res-
idency requirement can be satisfied by either full-time study (eight
or more semester hours) during fall or spring semester or by
completing twelve semester hours in two consecutive summer
sessions plus four semester hours during the intervening academic
year or sixteen semester hours in two consecutive summer sessions.
Admission to Candidacy — The student must complete the
following steps to qualify for admission to candidacy:
1. Submit an official application for admission to candidacy.
2. Complete with satisfactory grades at least six semester hours
and no more than twelve semester hours of graduate work at
Indiana University of Pennsylvania.
3. Submit scores in the Aptitvide Test and the Advanced Test of
the Graduate Rect)rd Examinations.
4. Satisfy the Research Course requirement.
5. Submit a tentative progiam of study for the completion of the
graduate program.
An applicant for admission to candidacy must be recommended
tor admission by his department. Admission to candidacy requires
the approval of the Graduate School.
Transfer of Credit — Credit for graduate courses completed at
another institution may under certain circumstances be transferred
to a graduate student's progiam at Indiana University. These courses
must have been completed on the main campus of an accredited
institution. Transfer credit will not be given for courses completed in
extension or in off-campus centers. Transfer credit will not be
accepted for courses in which a grade lower than a B or its equivalent
have been received. Transfer credit will be given only if the course
was completed within the five years immediately preceding the
awarding of the degree.
No more than six credits of transfer work will be accepted. A
46 / GRADUATE SCHOOL AT INDIANA
Student cannot request transfer of credit until he has been admitted
to candidacy. Transfer of credit must be approved by the candidate's
department and the Dean of the Graduate School. Students who
wish to register for courses in another institution while enrolled in a
giaduate degree program at Indiana University must receive per-
mission from the Dean of the Graduate School prior to registering
for these courses.
Credit Requirement — Each candidate for the master's degree
must complete a minimum of thirty semester hours, as well as all
other requirements for that degree.
Time Requirement — All requirements including course require-
ments must be completed within the five years immediately
preceding the date of the awarding of the degree. Any work accepted
by transfer from another institution must fall within this period.
Research Course Requirement — Each candidate for the master's
degree must satisfy the research tool requirement. Normally this can
be satisfied by taking Grad 515 or an acceptable department
substitute. Under certain circumstances, this requirement may be
satisfied through independent study. However, permission of the
Graduate Dean is required in such case.
Scholarship — Each candidate for the master's degree must
complete an acceptable program with an overall grade point average
of 3.0 (B) or better. Candidates who have completed all other
requirements for the master's degree, but are below the minimum
overall grade point average will not be accepted as applicants for the
degree.
Final Six Credits — All candidates for the Master's degree must
complete the final six credits of work in courses given by Indiana
University. Under certain circumstances appropriate substitutions
may be made in order to satisfy this requirement. Students wishing
to make substitutions may make such a request to the Graduate
Council.
Application for Graduation — After completing all requirements
for the master's degree, the candidate must file an application for
graduation. All applications must be filed prior to the deadlines listed
in the Calendar.
Commencement — At the time that all requirements for the
Master's Degree have been completed, the degree will be awarded. An
official diploma will be available for the student at the commence-
ment following the completion of the requirements.
REQUIREMENTS FOR CERTIFICATION PROGRAMS
Applicants admitted to the Graduate School who wish to work
towards certification should check program descriptions in catalog
for requirements related to their program. Students admitted to
ACADEMIC INFORMATION / 47
MASTER'S DEGREE PROGRAMS
ccrtilication programs which iiukulc the completion ol a mitslcr's
degree will come under the same regulations described above. The
Graduate School does not certily students. (Ccrtilication is made
upon the recommendation of the Dean of the School ol Kducation.
THE RESEARCH REQUIREMENT
Candidates for the M.A., M.S., or M.Kd. degree must salisly the
research requirement as established by the Graduate Council and
designed by the departments of the various graduate fields. This
requirement is essentially that every candidate must conduct scmtic
independent study related to his major field and report on this study
with a written thesis or research project, a recital, (^r another
approved method. The degiee sought, the ability and record of the
candidate, and the nature of the proposed research are factors in
determining how each candidate will be advised to satisfy this
requirement.
Steps in Satisfying the Research Requirement by
submitting a TWO HOUR, NO-COMMITTEE THESIS
This option is satisfied by following the steps below. The credits
are programmed as Grad 550 Thesis for the semester that the student
intends to finish his thesis.
1. The student schedules the course or courses designated by his
major field department as designed to assist him in developing
the necessary research techniques. Since many projects require
considerable time for completion, it is desirable to schedule this
work early in the graduate program.
2. The student selects an area of interest in which to do his
research.
3. The student gathers from his own experience and from a perusal
of completed research some specific topics within his area of
interest that might satisfy the research requirement.
4. The student discusses these tentative research plans with the
Chairman of his major field department.
5. The student, with the guidance and approval of the Chairman,
selects a giaduate faculty member who is qualified in the area of
the research to act as his adviser. The student secures the
agreement of the designated faculty member.
6. The student, with the guidance of his adviser, outlines the nature
and scope of a specific research topic.
7. The student develops his topic outlined into a formal research
proposal. (A suggested proposal outline is available in the
Research Office, Room 204, Clark Hall.) The adviser approves
the research proposal before it is typed in multiple copies.
8. The student types three copies of his research proposal (one for
himself, one for his adviser, and one for the Associate Dean for
Research) and submits the latter two to his adviser together with
the Research Approval Form (available in the Appendix of this
bulletin).
48 / GRADUATE SCHOOL AT INDIANA
9. The adviser signs Section II of the Research Approval Form and
sends it together with one copy of the research proposal, to the
Associate Dean for Research.
10. The Associate Dean for Research reads the research proposal. He
signs Section III of the Research Approval Form and sends it
together with the research proposal to the Dean of the Graduate
School. If the Associate Dean for Research desires certain minor
changes in the proposal these are forwarded to the adviser. If
major revisions are necessary, the research proposal is returned
to the adviser.
11. The Dean of the Graduate School, on receiving the student's
research proposal and the Research Approval Form signed in
sections II and III, notifies the student by letter that his research
proposal has been approved and if successfully completed will
satisfy the Graduate School's research requirement. In most
cases the approval of the research proposal expires after one
year.
NOTE: The student must complete the first eleven steps before
applying for graduation.
12. The Associate Dean for Research files the research proposal in
the student's folder in the Graduate School Office.
13. The student conducts his research. The adviser is frequently
given progress reports. Changes in the approved research pro-
posal are permitted provided they have been discussed with the
adviser, and the Associate Dean for Research has been notified in
writing.
14. The student submits the first rough draft of his research project
to his adviser. The main emphasis in this draft is organization,
sufficiency of data, and accuracy of analysis.
15. After the adviser reads the first draft, a conference is held to
discuss any necessary revisions.
16. The student prepares the final rough draft. This draft meets the
style and format requirements outlined in W. G. Campbell's
Form and Style in Thesis Writing (available in the student
bookstore). It should be free from errors in spelling, punctua-
tion, grammar and paragraphing.
17. The student submits the final draft of his research project to his
adviser. The adviser reads this draft to insure that the suggestions
made during the conference on the first draft have been
included. He also checks the general format and style.
18. The final rough draft is sent by the adviser to the Associate Dean
for Research.
NOTE: The deadline date for the final draft to be in the Research
Office is December 1 for January graduation; April 1 for
May graduation; and July 1 for August graduation. Only
minor corrections are permitted after the deadline date, and
in the event that a major revision is called for, the student is
ACADEMIC INFORMATION / 49
MASTER'S DEGREE PROGRAMS
removed from the graduation list. Notilitatioii ol this
removal is by letter from (he Associate Dean lor Research.
19. The final rough draft is returned to the adviser by the Associate
Dean for Research with instructions for typing the linal copies
and required abstracts.
20. I he finished typed copies (three for the University and .my
additional copies desired by the student) and the required
abstracts are submittetl to the Associate Dean for Research.
NOTE: These finished copies and required abstracts must be in the
Research Office at least one week before the commence-
ment date. The student should secure necessary signatures
before turning the final typed copies in to the office of the
Associate Dean for Research.
21. The Associate Dean for Research sees that the copies are bound
and distributed. The three University copies are filed in the
library, in the department office, and in the Research Office.
22. The abstract of the research project is printed in (he annual
Research Bulletin.
Steps in Satisfying the Research Requirennent by
Submitting a Committee Thesis
NOTE: These steps are to be followed for those theses involving
committees and for dissertations.
The procedure for satisfying the research requirement by submit-
ting a thesis is the same as for the no-committee thesis with the
following "step" substitutions:
6. The student, with the guidance of his adviser, outlines the nature
and scope of the specific research topic. The adviser determines
whether or not the proposed researcii will contribute new
knowledge to the field of study and thus qualify as a thesis. The
adviser and the chairman of the major department select a thesis
committee. This committee normally consists of the adviser,
who acts as chairman; the chairman of the major department;
the Associate Dean for Research and at least one other faculty
member.
8. In addition to his own copy, the student prepares one copy of
his proposal for each member of his committee and submits
them, together with the Research Approval Form (a\ailable in
the Appendix of this bulletin) to his ad\iser. The ad\iser
distributes them to the committee members and at the same
time ananges for a thesis committee meeting on a date no less
than one week hence. The adviser informs the secretary of the
Research Office of this date and she sends out official notices,
indicating the time and the location of the meeting, to the
student and to each member of the Committee.
50 / GRADUATE SCHOOL AT INDIANA
9. The thesis committee meets at the designated time and place to
discuss the nature of the proposed research and the method to
be used in developing the topic. The members of the committee
sign Section IV of the Research Approval Form. Any minor
revisions in the proposal made by the committee are observed by
the student as he prepares his rough draft. Should the committee
suggest major changes, the proposal is resubmitted to the
committee before Section IV of the Research Approval Form is
signed. (This necessitates the formal calling of another thesis
committee meeting.)
10. The Associate Dean for Research sends the signed Research
Approval Form and his copy of the thesis proposal to the Dean
of the Graduate School.
11. Substitute "Sections II and IV" for "Sections II and III."
17. The student prepares one copy of his final rough draft for each
member of the committee and submits them to his adviser. The
adviser distributes them to the committee members and at the
same time arranges for a thesis committee meeting on a date no
less than one week hence. The adviser informs the secretary of
the Research Office of this date and she sends out official
notices, indicating time and location of the meeting, to the
student and each of the committee members.
18. The thesis committee meets at the designated time and place.
The student briefly outlines the significant findings of his
research and then answers questions put to him by committee
members concerning the content, organization, and conclusions
of his study. The members of the committee sign Section V of
the Research Approval Form. The chairman of the committee
determines the grade to be received for the thesis and records it
on the Research Approval Form at the time he signs.
NOTE: The deadline date for the thesis committee meeting to
approve the final rough draft is December 1 for January
graduation; April 1 for May graduation; and July 1 for
August graduation. If this meeting is not held by the
deadline date the student is removed from the graduation
list. Notification of this removal is by letter from the
Associate Dean for Research.
STUDENTS PLANNING TO GRADUATE IN AUGUST MUST
REMEMBER THAT MANY FACULTY MEMBERS ARE NOT ON
CAMPUS DURING THE SUMMER. THEREFORE, DATES FOR
THESIS COMMITTEE MEETINGS SHOULD BE WELL IN
ADVANCE TO INSURE THAT THE FACULTY MEMBERS WILL
BE AVAILABLE.
19. At the time of approval, the Associate Dean for Research gives
the student instructions for typing the final copies and required
abstracts.
22. The abstract of the thesis is printed in the annual Research
Bulletin.
ACADEMIC INFORMATION / 51
MASTER'S DEGREE PROGRAMS
Steps in Satisfying the Research Requirement by
Giving a Recital
Students planning to satisly the research requirement by giving a
recital work under the direction of the chairman of the music
department and an applied teacher. The outlined procedure lor the
Graduate Recital is available in the Music Department olTice. Jury
approval of the student audition (Step 2 of "Suggested Procedure for
the Graduate Recital") must be obtained by December 1 for January
graduation; April 1 for May giaduation; and July 1 for August
gi'aduation. The student is also responsible for preparing a report of
his recital for the Associate Dean for Research (Step 5 of "Suggested
Procedure for the Graduate Recital"). A booklet describing the form
and style of this report is available in the Research Office. The recital
program is printed in the annual Research Bulletin.
Suggested Procedure for the Graduate Recital
1. The graduate music student will first discuss the possibility of
doing a recital, in lieu of the thesis, with the chairman of the
department and his applied teacher. This should be done early in
his private study, preferably during the first course.
2. The student is responsible for arranging for a jury audition
during his fourth semester of private study. This jury is to
consist of all the staff members whose special field is the same as
the performance area of the student, plus the chairman of the
department.
The applied teacher is responsible for providing a completed
approval form with the signatures of the jury members affixed,
to the graduate office, the music office, the applied teacher, and
the student.
3. Following step two, the student shall confer with the chairman
to select a date to be placed on the calendar for the recital.
4. The recital may be programmed for two to four hours of credit
after successful completion. The number of hours must be
approved at the time of the jury audition and must show on that
report.
5. A Recital Report:
a. Four copies are to be filed in the Graduate Office. The
office will see that they are bound in an acceptable manner
for future reference. There will be a small charge for this
service, payable by the student.
b. This report will contain the following:
(1) A title page similar in styde to a thesis title page.
(2) The approval report signed by the members of the jury
with the miuk (A, B, C, or F) indicated.
(3) The printed program. The student is responsible for this
item and the cost involved. The program proof must be
52 / GRADUATE SCHOOL AT INDIANA
approved by the applied teacher before the actual
printing is done.
(4) A set of program notes. This also must be approved by
the applied teacher. This item will be typewritten or a
part of the printed program, at the option of the
student.
6. The student will make arrangements to have his performance
recorded on tape and two additional copies made: one for the
graduate office, one for the music department, and one for the
student. The cost of this requirement will be borne by the
student. Machines are available at no charge, and tapes are
available at cost, in the music office. He will also arrange for the
reservation of the auditorium, stage crew, and ushers.
7. The final responsibility of initiating each of these steps and
seeing that they are completed, rests with the student.
Other Methods of Satisfying the Research Requirement
Other accepted forms of research, as approved on an individual
basis or as a policy of a particular degree or department, must be
completed by December 1 for January graduation; April 1 for May
graduation; and July 1 for August graduation.
Exceptions to Policy
The methods for satisfying the research requirement as described
above are those established by the Graduate Council and implement-
ed by the Dean of the Graduate School. Any exceptions to these
procedures must have prior approval of the Dean of the Graduate
School.
Duplicate copies of the research proposal and drafts of a thesis
or project should be retained by the student. The Graduate School
cannot accept responsibility for the loss of such materials.
ADVANCED GRADUATE STUDY
BEYOND MASTER'S DEGREE
Students may find that more courses are offered that would be
of benefit to them than they are able to include in their Master's
degree program. These students are encouraged to continue their
training after receiving their Master's degree and this additional
training will be recognized by many school districts for salary
purposes and by the Bureau of Teacher Certification for certification
purposes. Students are advised, however, that most graduate schools
have their own residence requirements and will probably not accept
more than 30 credit hours (or Master's equivalent) of graduate credit
earned at Indiana toward the Doctor's degree at their institution.
Appropriate certificates may be awarded to the student who
completes an additional 15 or 30 credit hours beyond the Master's
ACADEMIC INFORMATION / 53
THE DOCTOR'S DEGREE
degree. For purposes ol this certificate these credits must he
apportioned in a manner approved hy the Dean ol the (ir.iduate
School.
Eligibility of Teaching Staff
Members ot tlie facuhy of Indiana University ol Pennsylvania
with a rank of Assistant Professor or above (or equivalent), may not
receive a graduate degiee from this institution. This regulation
applies also to any faculty member employed by this institution
full-time at tiie instructor rank unless such an individual is already an
approved candidate for a degree in the Graduate Schot)l of I.U.P. at
the time he is given full-time employment as an instructor. Faculty
members may, however, register for work in the Graduate School
and apply the credit toward graduate degrees to be conferred by
other institutions.
The Doctor's Degree
The Graduate School offers a program leading to the Doctor of
Education degree in Elementary Education and a program leading to
the Ph.D. degree in English and American Literature.
THE DEGREE OF DOCTOR OF EDUCATION
The Doctor of Education degree is a professional degree designed
primarily for those who desire to continue advanced study tt)vvard
becoming superior teachers or teacher educators or teacher super-
visors.
This degree is conferred for distinguished achievements in a
specialized area of education, for demonstrated ability in independ-
ent research and in recognition of a significant contribution to
education as evidenced by the dissertation. The degiec is not
awarded until the candidate has demonstrated a comprehensive
understanding of the foundations of education and proficiency in
applying this understanding to his field of specialization.
Each department offering the degree has beyond the general
requirements of the Graduate School its own special requirements to
be met and may, but only with the approval of the Graduate
Council, waive or modify any of the general requirements. The
department's detailed description of the degiee should be consulted.
General Requirements
A minimum of three academic years of study beyond the
Bachelor's degree, or the equivalent, or two years beyond the
54 / GRADUATE SCHOOL AT INDIANA
Master's degree, must be devoted to the doctoral program.
After the student has been declared a candidate tor the degree a
maximum of five years is allowed for the completion of work.
A minimum of sixty semester hours of credit, exclusive of
research credits, must be earned beyond the Bachelor's degree.
Candidates for the doctor's degree are expected to enroll as
full-time resident students and must serve a residency of at least two
consecutive semesters.
Transfer credit is limited to the credit-equivalent of a Master's
degree, except in special cases approved by the appropriate depart-
ment chairman and the Dean of the Graduate School.
Admission to Candidacy
Each doctoral program will have a single candidacy committee for
all doctoral students. The membership of this committee may vary
from time to time depending upon the decision of the department.
a. Each student admitted to a doctoral program will be screened
for candidacy after completing no less than 8 credits and no
more than 16 credits beyond the Master's degree with a
minimum quality point average of 3.00 or higher. Departmental
requirements for minimum quality point average may be set
higher than the Graduate School requirement but in no case can
they be lower.
b. The candidacy committee will be responsible for the administra-
tion of the candidacy examination.
c. The candidacy committee will be responsible for making
recommendations regarding transfer of credit and tentative
identification of fields of study to the Dean of the Graduate
School.
Credit being accepted for transfer normally should have been
completed within a period of no more than five years prior to
initial enrollment in a doctoral program at lUP. Departments
will evaluate transcripts of previous graduate work completed at
the time of admission and will notify the student as to the
courses and credits that will probably be accepted for transfer
purposes. An official request to the Graduate School for
transfer of credit will be made at the candidacy stage.
d. The candidacy committee will be responsible for evaluating the
G.R.E. scores of students seeking candidacy.
e. The candidacy committee will be responsible for developing
with the student a dissertation committee. It will recommend a
dissertation committee to the Graduate School. The dissertation
committee will be appointed by the Dean of the Graduate
School.
f. The candidacy committee will be responsible for recommending
to the Graduate School admission to candidacy for each student
once the above criteria have been satisfied.
ACADEMIC INFORMATION / 55
THE DOCTOR'S DEGREE
The Dissertation Committee
The candidate's dissertation committee is normally composed of
five persons.
The dissertation committee will supervise the student's program
from the point at which he is admitted to candidacy through the
defense of the dissertation. This will include the preparation of a
plan of study, setting of the comprehensive examinations, general
supervision related to satisfying degree requirements (residency,
foreign language, etc.), and general supervision of research proposal
and the dissertation.
l.The dissertation committee will prepare with the student a
Plan of Study. The Plan of Study will include the following:
a. Final field identification and courses to be taken within
each field including transfer courses.
b. Tentative identification of foreign language and/or
research tools and the way in which the candidate expects
to satisfy them.
c. Tentative identification as to how residency will be
satisfied.
d. Tentative identification as to how and when internship
requirement is to be satisfied.
2. The Comprehensive Examination can be scheduled at any time
following admission to candidacy but only with the approval of
the dissertation committee. Normally the comprehensive exam-
ination is taken towards the end of the completion of course
work.
3. Normally the Research Proposal will be submitted by the
student after he has successfully completed the comprehensive
examination.
The Candidacy Examination
The candidacy examination, which may be written, or oral, or
both, and which may serve also as the final examination for the
Master of Education degree (where a department requires such an
examination), is administered by the department of the student's
principal subject in his area or areas of specialization. This
examination may not be taken until the student has completed at
least one year of study beyond the Bachelor's degree. Scores on the
examination must satisfy the student's dissertation committee.
The Comprehensive Examination
The comprehensive examination is given to determine whether the
student has made satisfactory progress in his study, and to determine
the likelihood that he will pursue research for his thesis profitably
and meet training requirements for the degree.
This examination is both written and oral and is administered by
the dissertation committee after tne student has completed forty-five
56 / GRADUATE SCHOOL AT INDIANA
hours of work beyond the Bachelor's degree and before he has
completed sixty. The examination is scheduled three times a year, in
November, March and July.
The Plan of Study
Preparation for the degree of Doctor of Education is based on (1)
the study of the history and philosophy of education, the psy-
chology and sociology of education, and measurement, evaluation
and statistics; (2) a concentration or major in counseling and
guidance, educational administration, educational psychology,
elementary education, or special education; (3) a minor field of
study (usually but not necessarily from a department other than
education).
The program of study must be planned in consultation with the
department of major study and must be approved by the Dean of the
Graduate School. The student should plan his course of study with
his department so as to meet both departmental and general
Graduate School requirements. The plan of study should designate
(1) major field and minor area or areas of concentration, (2) courses
to be taken, including a sequence in statistics and computer language,
(3) the general field of research, (4) the names of members of the
advisory committee, and (5) the subject (tentative) of the disserta-
tion.
The plan of study must be filed with the Dean of the Graduate
School as a part of the student's petition for candidacy.
Statistics and Computer Language
For the Doctor of Education degree the candidate must pass a
sequence of courses in statistics as prescribed by the major
department. He must also demonstrate by examination, or through
evidence of training satisfactory to the major department, a
competence in computer language.
These requirements may be met after the time of admission to
candidacy, but necessary training in statistics and computer language
should be scheduled early in the candidate's program.
Review of Research Proposal
After the candidate has passed the comprehensive examination
and after he has done extensive preliminary research, he must appear
before his dissertation committee to defend his research proposal. A
copy of this proposal, prepared according to directions supplied by
the Associate Dean for Graduate Research must be in the hands of
each committee member at least two weeks in advance of the
meeting. The proposal must be found satisfactory by all members of
the committee before the candidate may proceed with the disserta-
tion.
ACADEMIC INFORMATION / 57
THE DOCTOR'S DEGREE
The Dissertation
A dissertation is required ol all candidates lor the Doctor <jf
Education dcgiee. The thesis must demonstrate the candidate's
mastery ol the area ol his research. It must embody the results ol an
original investigation in his principal field of study. It must give
evidence of an exhaustive study of a specialized field and must
provide an authoritative statement of knowledge on the subject or
produce a new interpretation by rearrangement or reanalysis of
existing data. The work must provide a definite contribution to
knowledge of sufficient importance to warrant its publication. Me
may schedule in research up to three credits a semester from the time
at which the dissertation subject is approved by the dissertation
committee.
Dissertation Review Meeting
After the doctoral thesis has been accepted by the candidate's
research adviser, a finished copy is presented to the Dean of the
Graduate School, from whom it circulates to all members of the
dissertation committee. At a time convenient to all, the candidate
shall then request a formal meeting of the dissertation committee in
order to secure approval of the dissertation. The dissertation must be
approved by each member of the dissertation committee.
Publication of the Dissertation
After the dissertation has been approved and accepted by the
committee, three copies of the dissertation and two copies of an
abstract must be submitted to the Graduate Council through the
office of the Dean of the Graduate School. The major department
may require an additional copy for the department archives.
Instructions on the final form of the dissertation are available at the
office of the Associate Dean for Graduate Research.
The dissertation must be microfilmed according to the plan
provided by University Microfilms, Ann Arbor, Michigan.
Re-examination
A student who fails the candidacy examination, or any part of the
comprehensive examination, or any of the examinations in statistics
or computer language, may present himself for re-examination not
earlier than one semester later nor later than one year after the time
of the first examination. No student will be allowed a third
examination without a recommendation to that effect from the
department in which he has done his major work and the approval of
the Graduate Council.
Application for Graduation
Formal application for graduation must be filed with the Dean of
the Graduate School not later than two months prior to the date of
58 / GRADUATE SCHOOL AT INDIANA
the University Convocation at which the candidate expects to receive
the Doctor's degree.
THE DEGREE OF DOCTOR OF PHILOSOPHY
The Doctor of Philosophy degree is conferred for distinguished
achievement in some particular field of scholarship and for demon-
strated ability for independent research in a subdivision of this field.
No specific number of course credits entitles a student to the degree.
Each department offering the degree has beyond the general
requirements of the Graduate School its own special requirements to
be met, and may, but only with the approval of the Graduate
Council, waive or modify any of the general requirements. The
department's detailed description of the degree should be consulted.
General Requirements
A minimum of three academic years of study beyond the
Bachelor's degree, or the equivalent, or two years beyond the
Master's degree, must be devoted to the doctoral program.
After the student has been declared a candidate for the degree a
maximum of five years is allowed for the completion of work.
A minimum of sixty semester hours of credit, exclusive of research
credits, must be earned beyond the Bachelor's degree.
Beyond the Bachelor's degree one academic year of full-time
enrollment on the Indiana University campus is required to fulfill
residence. This requirement may be satisfied by enrolling for two
semesters or for one semester and a sum.mer.
Transfer credit is limited to the credit-equivalent of a Master's
degree, except in special cases approved by the appropriate depart-
ment chairman and the Dean of the Graduate School.
Admission to Candidacy
Each doctoral program will have a single candidacy committee for
all doctoral students. The membership of this committee may vary
from time to time depending upon the decision of the department.
a. Each student admitted to a doctoral program will be screened
for candidacy after completing no less than 8 credits and no
more than 16 credits beyond the Master's degree with a
minimum quality point average of 3.00 or higher. Departmental
requirements for minimum quality point average may be set
higher than the Graduate School requirement but in no case can
they be lower.
b. The candidacy committee will be responsible for the administra-
tion of the candidacy examination.
c. The candidacy committee will be responsible for making
recommendations regarding transfer of credit and tentative
identification of fields of study to the Dean of the Graduate
School.
I
ACADEMIC INFORMATION / 59
THE DOCTOR'S DEGREE
Credit being accepted lor transfer normally should have been
completed within a period ol no more than five years prior to
initial enrollment in a doctoral program at lUP. Departments
will evaluate transcripts of previous graduate work completed at
the time of admission and will notify the student as to the
courses and credits that will probably be accepted for transfer
purposes. An official request to the Graduate School for
transfer of credit will be made at the candidacy stage.
d. The candidacy committee will be responsible for evaluating the
G.R.E. scores of students seeking candidacy.
e. The candidacy committee will be responsible for developing
with the student a dissertation committee. It will recommend a
dissertation committee to the Graduate School. The dissertation
committee will be appointed by the Dean of the Graduate
School.
f. The candidacy committee will be responsible for recommending
to the Graduate School admission to candidacy for each student
once the above criteria have been satisfied.
The Dissertation Committee
The candidate's dissertation committee is composed of five
persons.
The dissertation committee will supervise the student's program
from the point at which he is admitted to candidacy through the
defense of the dissertation. This will include the preparation of a
plan of study, setting of the comprehensive examinations, general
supervision related to satisfying degree requirements (residency,
foreign language, etc.), and general supervision of research proposal
and the dissertation.
1. The dissertation committee will prepare with the student a
Plan of Study. The Plan of Study will include the following:
a. Final field identification and courses to be taken within
each field including transfer courses.
b. Tentative identification of foreign language and/or
research tools and the way in which the candidate expects
to satisfy them.
c. Tentative identification as to how residency will be
satisfied.
d. Tentative identification as to how and when internship
requirement is to be satisfied.
2. The Comprehensive Examination can be scheduled at any time
following admission to candidacy but only with the approval of
the dissertation committee. Normally the comprehensive exam-
ination is taken towards the end of the completion of course
work.
3. Normally the Research Proposal will be submitted by the
student after he has successfully completed the comprehensive
examination.
60 / GRADUATE SCHOOL AT INDIANA
The Candidacy Examination
The candidacy examination, which may be written or oral, or
both, and which may serve also as the final examination for the
Master's degree (where a department requires such an examination),
is administered by the department of the student's principal subject.
This examination may not be taken until the student has completed
at least one year of study beyond the Bachelor's degree. Scores on
the examination must satisfy the student's advisory committee.
The Comprehensive Examination
The comprehensive examination is given to determine whether the
student has made satisfactory progiess in his study, and to determine
the likelihood that he will pursue research for his thesis profitably
and meet training requirements for the degree. It may be both
written and oral and is designed by the candidates committee to test
the student's knowledge in his major field of specialization and
supporting fields. It is not necessarily confined to the areas in which
the student has taken course work at Indiana or elsewhere.
This examination may not be taken until the student has
completed at least one and one-half years of study beyond the
Bachelor's degree.
The Plan of Study
Preparation for the degree of Doctor of Philosophy is based on the
study of a major subject, to which one or more minors may be
added. The program of study must be planned in consultation with
the department of major study and must be approved by the Dean of
the Graduate School. The student should plan his course of study
with his department so as to meet both departmental and general
Graduate School requirements. The plan of study should designate
(1) major field and minor areas of concentration, (2) courses to be
taken, (3) foreign languages in which reading proficiency is to be
attained, (4) the general field of research, (5) the names of members
of the dissertation committee, and (6) the subject (tentative) of the
dissertation.
The plan of study must be filed with the Dean of the Graduate
School as a part of the student's petition for admission to candidacy.
Foreign Language Requirements
The candidate for the Doctor of Philosophy degree is required to
demonstrate a competent reading knowledge of two foreign lan-
guages appropriate to the general area of study or (upon recommend-
ation of his advisory committee) a reading knowledge of one foreign
language together with a comprehensive knowledge of its literature.
In the first case the requirements for either or both of the languages
may be met by passing a third-year college course in a foreign
language, with a minimum grade of C, within five years (or less, at
the discretion of the department) of admission to the Graduate
ACADEMIC INFORMATION /61
THE DOCTOR'S DEGREE
School. In the second case the passing oi at least two graduate
courses in a foreign literature, conducted in the language of that
literature, is required. Otherwise, the requirement of competence in
an approved language must be met by passing an examination
proving the student's ability to read in that language in his general
area of study.
Language examinations are given four times a year at times and
places designated in the current calendar of the Graduate School.
Students who desire to be scheduled must file applications at least
five weeks in advance of the examination date.
Examinations in French, German, Russian, and Spanish are
administered by the Educational Testing Service. The fee is $7.00.
All other language examinations are administered by the Foreign
Language Department of the University. For these there is no fee.
The student should acquire proficiency in the foreign language
early in his graduate career and well before he starts reading for the
comprehensive examination, but he should not present himself for
examination until he feels confident of passing.
Review of Research Proposal
After the candidate has passed the comprehensive examination
and after he has done extensive preliminary research, he must appear
before his dissertation committee to defend his research proposal, A
copy of this proposal, prepared according to directions supplied by
the Associate Dean for Graduate Research, must be in the hands of
each committee member at least two weeks in advance of the
meeting. The proposal must be found satisfactory by all members of
the committee before the candidate may proceed with the disserta-
tion.
The Dissertation
A dissertation is required of all candidates. The thesis must
demonstrate the candidate's mastery of the area of his research. It
must embody the results of an original investigation in his principal
field of study. It must give evidence of an exhaustive study of a
specialized field and must provide an authoritative statement of
knowledge on the subject or produce a new interpretation by
rearrangement or reanalysis of existing data. The work must provide
a definite contribution to knowledge of sufficient importance to
warrant its publication.
A student may schedule in research up to three credits a semester
from the time at which the dissertation subject is approved by the
dissertation committee.
Dissertation Review Meeting
After the doctoral thesis has been accepted by the candidate's
research advisor, a finished copy is presented to the Dean of the
Graduate School, from whom it circulates to all members of the
62 / GRADUATE SCHOOL AT INDIANA
dissertation committee. At a time convenient to all, the candidate
shall then request a formal meeting ot the dissertation committee in
order to secure approval of the dissertation. The dissertation must be
approved by each member of the dissertation committee.
Publication of the Dissertation
After the dissertation has been approved and accepted by the
committee, three copies of the dissertation and two copies of an
abstract must be submitted to the Graduate Council through the
office of the Dean of the Graduate School. The major department
may require an additional copy for the department archives.
Instructions on the final form of the dissertation are available at the
office of the Associate Dean for Graduate Research.
The dissertation is published by University Microfilms, Ann Arbor,
Michigan, and a fee of $25.00 is charged to cover this expense. Upon
certification by the student's committee and the Dean of the
Graduate School, the typed first copy and an abstract not exceeding
600 words are forwarded to University Microfilms. (This abstract is
in addition to the two copies of the abstract required for binding
with the dissertation and must be carefully prepared for microfilming
according to specification set forth by the Associate Dean for
Research). The manuscript is microfilmed, and the negative inspected
and placed in vault storage. The manuscript is catalogued and this
information is sent to the Library of Congress for printing and
distribution of cards to depository catalogues and libraries. The
abstract is printed in the forthcoming issue of Doctoral Abstracts and
distributed to leading libraries in this country and abroad, and to a
select list of journals and abstracting services. The first copy with one
positive microfilm is then returned to the Rhodes R. Stabley Library
on the University campus.
Re-examination
A student who fails the candidacy examination, or the comprehen-
sive examination, or any of the language examinations, may present
himself for re-examination not earlier than one semester later nor
later than one year after the time of the first examination. No
student will be allowed a third examination without a recommenda-
tion to that effect from the department in which he has done his
major work and the approval of the Graduate Council.
Application for Graduation
Formal application for graduation must be filed with the Dean of
the Graduate School not later than two months prior to the date of
the University Convocation at which the candidate expects to receive
the Doctor's degree.
J,
SERVICE COURSES
TO VARIOUS PROGRAMS
64 / GRADUATE SCHOOL AT INDIANA
GENERAL SERVICE COURSES
SUPERVISED LABORATORY EXPERIENCE
Harold A. Dock, Director of Student Teaching
Ed 540 Supervision of Student Teaching 2 s.h.
Designed for supervising teachers and others working with student teachers,
this course provides opportunity for the development of pertinent materials and
for continuous evaluation of various aspects of the student teaching program.
Stress is also given to evaluate procedures used in working with prospective
teachers. Basic principles underlying an effective student teaching program are
examined from a theoretical and applied viewpoint. Prerequisite: Teaching
certificate and teaching experience.
RESEARCH
George W. Wiley, Associate Dean for Research, Graduate School
Grad 515 Elements of Research 2 s.h.
Selection of a research problem, collection of data, types of research, the
research report, and the use of the library and the computer in connection with
the research problems will be studied. Elements of statistics are introduced. This
course provides background for the preparation of the thesis and enables the
student to become an intelligent consumer of the products of educational
research.
NOTE: Some sections of Grad 515 are taught by departments exclusively for
their majors. Students should check the schedule of classes and program
the appropriate section.
Grad 550 2-8 s.h.
Thesis: Students register for this course when writing the thesis. Grad 550
should be scheduled for the semester that the student plans to complete his
work.
Recital: Graduate students in music education may prepare and perform a
formal recital under the guidance of their private teacher in their major
performing area. Approval for the presentation of a recital in lieu of the thesis
must be secured from the graduate committee of the Music Education
Department. A student should secure approval for this event early in his
graduate program, but the actual performance of the recital should occur close
to the end of his graduate program. Grad 550 should be scheduled for the
semester that the student plans to give his recital.
Grad 650 Dissertation Hours to be arranged
Students preparing a doctoral dissertation for credit must register for this
course. The number of credits assigned and the extent of time for which the
GENERAL SERVICE COURSES / 65
research activity is scheduled depend upon the nature and scope of the
individual student's research problem as well as his total doctoral program.
NOTE: Credits for both Grad 560 and 650 if not completed during the semester
scheduled are recorded as INCOMPLETE. They remain so until the
paper is approved. THEY DO NOT AUTOMATICALLY REVERT TO
THE GRADE OF "F" in a specific length of time. Also, Grad 550 and
650 can be programmed above the regular load.
STATISTICS
Melvin Woodard, Chairman,
Department of Mathematics
Blaine C. Crooks, Jack L. Shepler
Grad 516 Statistical Methods I 2 s.h.
Consists of measurement and statistical techniques as used in teaching school
administration, and common educational research. The basic descriptive statis-
tics, including measures of central tendency, variability and correlation will be
developed. The reliability and validity of test scores will also be discussed.
Emphasis will be placed upon the use of the statistical techniques studied and
their interpretation.
Grad 517 Statistical Methods II 2 s.h.
Advanced statistical devices for educational research ■ workers. The basic
concepts of statistical inference and prediction will be developed, including
regression and prediction, hypothesis testing, analysis of variance, and partial
and multiple correlation. Emphasis will be placed upon the use of interpretation
of the techniques studied. Prerequisite: Grad 516 or equivalent.
COMPUTER SCIENCE
Howard E. Tompkins, Chairman
Gary L. Buterbaugh, V. V. Chellappa, James H. Maple
CSci 501 Computer Programming for Research 2 credits
An introduction to digital computer programming. Emphasis will be placed
on the development of sufficient skill in an algorithmic programming language to
allow students to formulate and solve the type of computer problems
encountered in most graduate research projects. Credits earned in this course
may not be applied toward a graduate degree in Computer Science. Prerequisite:
None.
CSci 502 Computers in Education 2 credits
A survey of digital computers with an emphasis on computer usage in
education. History of computation. Discussion of computer applications in
educational administration, pupil personnel services, educational research and
the instructional process. Credits earned in this course may not be applied
toward a graduate degree in Computer Science. Prerequisite: None.
CSci 510 Numerical Analysis I 3 credits
An analysis of algorithmic methods for solving linear and non-linear
equations. Iterative techniques, finding roots for polynomials^ and interpolation
using difference formulas. Programming of several of the methods in an
algorithmic language will be encouraged. Prerequisite: Math through calculus and
working knowledge of a programming language.
66 / GRADUATE SCHOOL AT INDIANA
CSci 511 Numerical Analysis II 3 credits
An analysis of algorithmic methods for numerical integration and differentia-
tion, curve fitting, solutions of systems of equations by direct and iterative
methods, matrix inversion, and evaluation of determinants. Solution of
boundary value problems in ordinary differential equations and an introduction
to solutions of partial differential equations. Selected algorithms should be
programming in an algorithmic language. Prerequisite: Math through calculus
and working knowledge of a programming language.
\
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PROGRAM CURRICULA: A TO Z
68 / GRADUATE SCHOOL AT INDIANA
PROGRAM CURRICULA: A TO Z
ART AND ART EDUCATION
Benjamin T. Miller,* Chairman
Robert C. Seelhorst,* Director of Graduate Studies
B. Balsiger* G. Johnson*
P. Ben-Zvi* J. Lovette*
V. Clay* L. McVitty
R. Cronauer* F. Ross*
T. Dongilla* J. Slenker*
J. Dropcho R. Slenker
J. Innes R. Vislosky*
*Members of the Department Graduate Committee
The following curricula make it possible for a mature student capable of
self-direction, to select a program suited to his individual needs with the help of
an adviser. This means the student and the adviser can tailor make a program of
study.
Advisory: There are four graduate program advisers. The student will be
assigned to one of the advisers who will assist him in planning his program of
study.
Program Advisors:
Thomas J. Dongilla (A— F)
Joanne P. Lovette (G-L)
Robert E. Slenker (M-R)
Robert J. Vislosky (S-Z)
Advisory Committee: Each student will have an advisory committee
composed of (1) the program adviser, (2) a professor from his area of
specialization, (3) a faculty member of the student's choice, (4) and either the
department chairman or the director of graduate studies. This committee will
review the student's progress and make the recommendation for candidacy. The
professor from the area of specialization will act as the committee chairman and
will be chosen by the director of graduate studies or the department chairman.
Independent Study: A student may select a specific problem for 3 credits or
less and pursue it in off campus study with the help of an adviser. The student
will present a proposal for approval to the adviser of his choice and the director
of graduate studies. If the proposal is for 3 or more credits it will be reviewed by
the advisory committee and juried at the end by the same committee.
Thesis Committee: The thesis committee will be composed of the advisory
committee plus the associate dean for research of the graduate school.
PROGRAM CURRICULA / 69
ART
CURRICULUM FOR MASTER OF EDUCATION DEGREE IN ART
Students working for this degree with a major in Art Education will complete
30 semester hours of work using the following outline as a guide:
I. General Studies
The student is encouraged to select 3-6 semester hours outside of the
Art Department. These choices will be made with the approval of the
program adviser.
II. Subject Matter Concentration Area (for Art Ed. majors)
A. Professional Studies (elect 6 or more s.h.)
Art 510 Art and The Exceptional Child 3 s.h.
Art 51 1 Curriculum Development in Art Education 3 s.h.
Art 512 Supervision and Administration in Art Education . 3 s.h.
Art 514 The History and Philosophy of Art Education. ... 3 s.h.
B. Fine and Applied Arts and Crafts (elective for either Art Ed. or studio
majors)
1. The Basis of Art in Culture
Art 522 Art in America 3 s.h.
Art 523 Seminar in Art Criticism 3 s.h.
Art 524 Art of The East 3 s.h.
Art 525 Architectural Influences in Contemporary Society 3 s.h.
Art 526 Exotic Art 3 s.h.
Art 527 Renaissance Art 3 s.h.
Art 528 World Art Since 1875 3 s.h.
2. Design. *Six clock hours are required to earn 3 s.h. Three hours per
week are spent in class and three hours in independent study. Art
Education majors can take 9 s.h. in one studio. More hours are
possible with the permission of the instructor and program adviser.
Master of Arts candidates must take 12 s.h. (Additional hours may
be elected with the permission of the instructor and program
adviser) in one studio for a major and 6 s.h. in another studio for a
minor. More hours are possible with the permission of the instructor
and the program adviser. No more than 6 s.h. in one studio may be
taken during any semester.
Art 540 Ceramics 3-18 s.h.
Art 544 Fabrics 3-18 s.h.
Art 547 Jewelry and Metal Work 3-18 s.h.
Art 550 Sculpture 3-18 s.h.
Art 553 Crafts 3-18 s.h.
3. Graphic Design * Applies here too 3-18 s.h.
Art 56 1 Drawing 3-18 s.h.
Art 562 Painting 3-18 s.h.
Art 565 Water Color 3-18 s.h.
Art 568 Print Making 3-18 s.h.
4. Directed Studies
Art 516 Directed Studies 0-6 s.h.
III. Foundations of Education — Select two (2) semester hours.
For Art Ed. Majors only.
FdEd 511 Historical Foundations of Education 2 s.h.
FdEd 512 Philosophical Foundations of Education 2 s.h.
FdEd 513 Social Foundations of Education 2 s.h.
IV. Research and Independent Study
Art 513 Research in Art Education
(Required of all Ed. majors) 2 s.h.
70 / GRADUATE SCHOOL AT INDIANA
Grad 515 Elements of Research
(Required of all Ed. majors) 2 s.h.
Grad 541 Independent Study
(Open to studio and Art Ed. majors) 0-6 s.h.
Grad 550 Thesis (Required of Art Ed. and Studio majors). .3-6 s.h.
Art Education Major
Required:
Foundations of Ed 2 s.h.
Grad 515 Elements of Research 2 s.h.
Grad 550 Thesis 3 s.h.
Subject Matter Concentration including Art 513 8 s.h.
15 s.h.
Studio Minor 9 s.h.
Related Electives 6 s.h.
30 s.h.
CURRICULUM FOR MASTER OF EDUCATION DEGREE IN ART
AND LEVEL I CERTIFICATION
It is possible for graduate art majors who do not hold Level I Certification to
achieve both certification and the degree in an extended program. The student
has the option of choosing certification on the elementary level or secondary
level or both. Undergraduate deficiencies will be included in the program and
billed as graduate fees.
The Program
Undergraduate Certificate Requirements:
Art 317 Arts and Crafts in El. Ed 3 s.h.) ^ -
Art 318 Arts and Crafts in Sec. Ed 3 s.h.) "
Ed. 421 Student Teaching (Elementary) 6 s.h.) _ j, o
Ed. 421 Student Teaching (Secondary) 6 s.h.)
Ed. 422 Prof. Practicum _2_s.h.) = _2
11 20
Graduate Certification Requirements:
L. Res. 500 Seminar in Learning Resources 2 s.h.
Fn.Ed. 511, 512, 513, 514, 515, any one of the 5 offered 2 s.h.
Ed. Psych 502 Educational Psychology or
Ed. Psych 518 Interpretation of Educational and Psych. Tests . . . 2. s.h.
6 6
Subject Matter concentration 6 s.h. 6
Studio Minor 9 s.h. 9
Grad. 550 Thesis 3-6 s.h. 3-6
Grad. 541 Independent Study 0-6 s.h. 0-6
Electives . 6 s.h. 6
41 50
CURRICULUM FOR MASTER OF ARTS DEGREE IN STUDIO ARTS:
Students working for this degree with a studio major (12 s.h.) and a studio
minor (6 s.h.) will complete 30 s.h. of work using the following outline as a
guide:
I. Subject Matter Concentration
(This degree is primarily designed to be a studio oriented program. The
student will select a major in one studio area and a minor in another in
accordance with the provisions of the admission procedures.)
PROGRAM CURRICULA / 71
ART
A. All studios listed under II, B. 2 and 3 are applicable to the major or
minor area including^4, Directed Studies. Any courses listed under II,
B. 1 can be selected as elect ives.
II. The Program
Major Studio area 12+
Minor Studio area 6+
Thesis ^-6
Independent Study (Grad. 541) 3-6
Related Electives 3-6
Total 30
The number of hours in each of these programs represents the minimum
number. The students' committee reserves the right to recommend more.
Procedure for Admission (departmental approval):
1. The student must file a "letter of intent" stating the applicant's area(s) of
specialization and reasons for these choices. The area of specialization is subject
to review including one revision in consultation with the student's advisory
committee. This review will take place between 8-12 s.h. This is the student's
responsibility.
2. A "portfolio" of ten pieces of work must be submitted to the
departmental admissions committee. More than half the work must be in the
area of specialization. The "portfolio" may include slides, tapes, research,
curriculum studies, etc., as well as art work.
3. For admission to the M.Ed, program a student must have Level I
Certification or the equivalent. To be admitted to the M.Ed, and Certification or
the M.A. in Studio Arts the candidate must possess a B.S. in Art Ed., B.F.A., or
B.A., with a studio major or equivalent. This will be determined by the
admissions committee.
4. Under both thesis and independent study the final product might be a
one-man show of a major and minor area. The show would be juried by the
thesis committee and it would be accompanied by a written statement, sketch
books, catalogue, notes, or other method of reporting deemed appropriate by
the committee. All shows will leave some permanent evidence of their existence
such as slides, photographs, or catalogues.
The art and art education department has an admissions committee which
functions on both the undergraduate and graduate levels.
COURSE DESCRIPTIONS
Art 510 Art and the Exceptional Child 3 s.h.
Recent trends in education have required more specific understanding of
particular students. Art 510 is designed to consider the characteristics and needs
of the mentally retarded and the intellectually gifted child with particular
emphasis on the art aspects of their education (Vislosky, R. Slenker)
Art 511 Art Curriculum Development in Art Education 3 s.h.
A seminar in the development and study of curricula in Art Education at all
levels. Particular attention given to the individual needs of class participants in
the development of curricula pertinent to their own teaching situations. For
those students who have not yet taught, theoretical and practical problems will
be examined (Lovette, McVitty).
Art 512 Supervision and Administration in Art Education 3 s.h.
A seminar focusing on the responsibilities, functions and duties of Art
Supervisors and Administrators (Lovette, Vislosky).
72 / GRADUATE SCHOOL AT INDIANA
Art 513 Research in Art Education 2 s.h.
Required of all Art Education majors. The course reviews past and present
research in Art Education focusing upon the methodologies pertinent to the
field. The prerequisite for this course, Grad 515, is to be scheduled within the
first four to eight semester hours. Art 513 must be taken as soon after as
possible but within the first 12 semester hours (McVitty, Seelhorst, Vislosky).
Art 514 History and Philosophy of Art Education 3 s.h.
Considers the history and philosophy of Art Education in Europe, United
States, and Canada. It is designed to give the student the background of his
major field (McVitty, Lovette, Vislosky).
Art 516 Directed Studies 0-4 s.h.
Offered in instances where a particular course is needed by a student, but is
not on the regular schedule rotation. Approval must be secured from the adviser,
the instructor involved, and the Graduate Committee in Art Education.
Art 521 Contemporary Movements in Art 2 s.h.
Current philosophies and trends in fine arts and art education as they apply
to human growth and development will be studied. Research and round table
discussion of contemporary art forms will help the student discover the concepts
involved in art expression and how they evolved. (Non-Art Majors.) (McVitty)
Art 522 Art in America 3 s.h.
Surveys American art and its relation to the development of American ideas
and ideals. (Innes, Seelhorst)
Art 523 Seminar in Art Criticism 3 s.h.
Explores the various philosophic theories of art, and art products. An attempt
will be made not only to relate these theories to the senses and form itself, but
also to technical, psychological, and cultural values. The primary concepts
explored are play, illusion, imitation, beauty, emotional expression, imagination,
empathy, creativity, and experience. Some time will be given to forms of art that
are not primarily visual, including music, dance, literature and poetry.
(Seelhorst)
Art 524 Art of the East 3 s.h.
The aspects of Eastern Art will be studied as to the nature of their origin,
meaning, and place in contemporary world culture. (Clay)
Art 525 Architectural Influences in a Contemporary Society 3 s.h.
Architecture is studied in its relation to the needs of contemporary life.
Experimental problems in structure and aesthetics as related to architecture are
explored. Attempts are made to search out the historical roots of many
contemporary styles of architecture. (Seelhorst, R. Slenker)
Art 526 Exotic Art and Art in Latin America 3 s.h.
Not all cultures are of Graeco-Roman heritage. This course will be designed
around the art of other cultures, sometimes called primitive, in order that we
may recognize the nature of the artistic contribution of these peoples. (Clay)
Art 527 Renaissance Art 3 s.h.
The study of the great art achievements of the Renaissance in the fields of
painting, architecture, sculpture, and the minor arts. Achievements in the
humanities and their relationships are studied against the background of the
social, economic and political developments of the era. (Balsiger)
Art 528 World Art Since 1875 3 s.h.
The ferment which began in the French Revolution and carried through
World Wars I and II has been accompanied by similar revolutions and upheavals
in human life and art. This course will consider the discoveries and advances in
artistic expression in modern times. Subject matter for study may be found in
any or all of the arts. (Seelhorst, Innes)
PROGRAM CURRICULA / 73
ART
Art 540 Graduate Studio in Ceramics 3-18 s.h.
This advanced course in ceramics emphasizes the total working process
the selection and preparation of clay bodies, manipulation of clay to achieve
expressive form, exploration of decorative techniques. Acquiring familiarity with
glaze materials and ability to formulate glazes, as well as control of the firing
process, are requisites. Search for sources of equipment and supplies lead into
the related aspect of studio planning. (Ross, McVitty, Dongilla)
Art 544 Graduate Studio in Fabrics 3-18 s.h.
The fundamentals of fabric construction and some history of weaving
processes are discussed. Warping, threading, and basic weaves will be included in
Studio I.
Studio II and III will consider drafting and work on more complex harness
looms. The experimental attitude will be maintained in all classes. (McVitty, J.
Slenker)
Art 547 Graduate Studio in Jewelry and Metal Work 3-18 s.h.
Advanced study dealing with specialized problems in the design and
execution of metal work and jewelry. A thesis may be developed based upon
research in one of the areas relating to this field, history, materials, tools,
processes, or teaching techniques of the craft. (Cronauer, J. Slenker)
Art 550 Graduate Studio in Sculpture 3-18 s.h.
An advanced course in which students are expected to work on more
complex problems of sculpture. A student may explore one or several sculpture
or modeling media. (Dongilla, Slenker, Vislosky)
Art 553 Graduate Studio in Crafts 3-18 s.h.
Specialized study and experiences are related to the design and execution of
problems relating to wood as a crafts material. Opportunity is presented for
more intensive exploration of the materials and processes of this craft employing
both hand and power tools. (Dropcho, Cronauer)
Art 561 Graduate Studio in Drawing 3-18 s.h.
Drawing as a language is the principle concern of this advanced course. The
continued development of skill in communication and expression in all kinds of
materials and media is an objective. The drawing as an intimate work of the
artist will be stressed. (Ben-Zvi, Innes, Staff)
Art 562 Graduate Studio in Oil Painting 3-18 s.h.
Traditional and contemporary methods and techniques in the area of plastic
painting media are experienced. Composition, in relation to the modem painters'
problems, is stressed. Opportunity is presented for exploration and specialization
in depth as well as breadth. (Cronauer, Staff)
Art 565 Graduate Studio in Water Color Painting 3-18 s.h.
Painting in transparent water color, gouache, mixed media, and with new
water soluble paints, such as casein and acrylic polymer tempera. Traditional,
current and experimental approaches are pursued with emphasis on design and
emotional content. (Cronauer)
Art 568 Graduate Studio in Print Making 3-18 s.h.
A study on the graduate level of the modes, media, material, techniques and
processes of the graphic arts and their use in expression. The student may
concentrate on the intensive exploration of one media in depth or explore a
number of media for breadth of experience. Qohnson, Staff)
Art 512-515 — These numbers will be reserved for seminars of visiting artists as
announced.
74 / GRADUATE SCHOOL AT INDIANA
BIOLOGY
Francis W. Liegey, Chairman
Walter W. Gallati, Director of Graduate Studies
Robert K. Alico James H. Miller
Frank T. Baker Jerry L. Pickering
William E. Dietrich Gould F. Schrock
William R. Forbes Martin L. Stapleton
Louis L. Gold Henry H. Vallowe
Leon J. Hue Richard F. Waechter
Jan G. Humphreys Cyril J. Zenisek
Robert E. Merritt
Requirements for Admission — To be admitted to the biology department,
the applicant must have completed the requirements for a Bachelor's degree
from an accredited college or university which should include one year inorganic
chemistry, one semester of organic and one semester of biochemistry, one year
of physics, and mathematics through one semester calculus or statistics.
Applicants with undergraduate deficiencies may be required to register for
appropriate courses.
The Requirements for Candidacy for an M.Ed, or an M.S. in Biology are —
the satisfactory completion of 15 semester hours of graduate work in the
biological sciences. For the M.S. student at least six hours must be in core
courses.
The selection of an adviser, and, with the adviser's approval, a committee of
at least two additional faculty members to guide the candidate in completing a
tentative program and selecting a thesis problem or a project.
An official application for admission to candidacy, including the tentative
program which has been approved by the adviser, must be submitted to the
Biology Department graduate committee.
Candidates are expected to maintain an average of not lower than B.
Continuance in the graduate program for those receiving two course grades
below the minimum is contingent upon favorable review of the graduate
committee.
CURRICULUM FOR THE MASTER OF EDUCATION DEGREE IN BIOLOGY
Students working for this degree with a major in Biology will complete 30
semester hours of work in accordance with the following divisions:
I. Subject Matter Concentration — 16-22 semester hours.
Bio 500 Special Studies 2-6 s.h.
Bio 522 Biometry 3 s.h.
Bio 526 Molecular Genetics 3 s.h.
Bio 530 Instrumentation 3 s.h.
Bio 536 Comparative Plant Morphology 3 s.h.
Bio 540 Protozoology 3 s.h.
Bio 545 Microtechnique 3 s.h.
Bio 546 Dendrology 3 s.h.
Bio 548 Plant Ecology 3 s.h.
Bio 55 1 Taxonomy of Plants 3 s.h.
Bio 553 Prin. of Animal Taxonomy 3 s.h.
Bio 554 Advanced Ornithology 3 s.h.
Bio 556 Animal Ecology 3 s.h.
Bio 557 Animal Morphogenesis 3 s.h.
Bio 558 Endocrinology 4 s.h.
Bio 559 Advanced Entomology 3 s.h.
Bio 560 Herpetology 3 s.h.
PROGRAM CURRICULA / 75
BIOLOGY
Bio 561 General Physiology 4 s.h.
Bio 562 Animal Physiology 4 s.h.
Bio 563 Physiology of Plants 4 s.h.
*Bio 568 Biology Practicum 2 s.h.
Bio 575 Mammalogy 3 s.h.
Bio 576 Radiation Biology 3 s.h.
Bio 578 Mycology 3 s.h.
Bio 580 Parasitology 3 s.h.
Bio 581 Microbial Physiology 4 s.h.
Bio 582 Pathogenic Microbiology 3 s.h.
Bio 583 Immunology 3 s.h.
Bio 586 Taxonomy & Ecology of Bacteria 3 s.h.
Bio 612 Biology Seminar II I s.h.
Chem 651 Biochemistry 3 s.h.
Geol 570 Paleontology 2 s.h.
*Strongly recommended for, and restricted to, M.Ed, students.
II. Professional Studies — 4-10 hours. May be selected from the following
courses.
LRes 500 Seminar in Learning Resources 2 s.h.
SE 531 Psychology of the Exceptional Child 2 s.h.
EdPsy 580 Studies in Pupil Adjustment 2 s.h.
or may be satisfied in whole or in part by a research
thesis (see IV below)
III. Foundations of Education — 2 semester hours. To be selected from the
following courses:
FdEd 511 Historical Foundations of Education 2 s.h.
FdEd 512 Philosophical Foundations of Education 2 s.h.
FdEd 513 Social Foundations of Education 2 s.h.
IV. Research Requirement — 2-6 semester hours. The following course is required
and should be scheduled early in order to give the student ample time to
fulfill the research requirement:
Bio 600 Methods of Research in Biology 2 s.h.
If the research topic is to be in the field of education, the student should take
Grad 515 in place of Bio 600.
Every candidate must in addition present a research thesis for credit or a
non-credit project on a topic approved by his adviser.
Grad 550 Thesis 2-4 s.h.
CURRICULUM FOR THE MASTER OF SCIENCE DEGREE IN BIOLOGY
Core Courses
18-20 semester hours selected from the following:
Instrumentation (Bio 530) 3 s.h.
One Morphology Course (Bio 536, 546. 55 7, or 559) 3 s.h.
One Physiology Course (Bio 561, 562, 563, or 581) 4 s.h.
One Ecology Course (Bio 548, 556, 586) 3 s.h.
Methods of Research in Biology (Bio 600) 2 s.h.
Seminar (Bio 612) 1 s.h.
Thesis (Grad 550) 2-4 s.h.
Elective Courses
10-12 semester hours of courses to be selected with the approval of the
adviser from the areas listed below or from related science and mathematics
courses.
76 / GRADUATE SCHOOL AT INDIANA
General Courses
Bio 500 Special Studies 2-6 s.h
Bio 522 Biometry 3 s!h!
Bio 526 Molecular Genetics 3 s_h!
Bio 545 Microtechnique 3 s.h
Bio 561 General Physiology 4 ^^^
Bio 576 Radiation Biology 3 s.h
Chem 651 Biochemistry 3 s.h
Geol 570 Paleontology 3 g h'
Botany Courses
Bio 536 Comparative Plant Morphology 3 s.h.
Bio 546 Dendrology 3 ^ j^
Bio 548 Plant Ecology ................ 3 s!h!
Bio 55 1 Taxonomy of Plants 3 s,h.
Bio 563 Physiology of Plants ' . ' 4 s!h.
Bio 578 Mycology ........ 3 s!h!
Zoology Courses
Bio 540 Protozoology 3 s.h
Bio 553 Principles of Animal Taxonomy 3 s!h!
Bio 554 Advanced Ornithology 3 ^.h
Bio 556 Animal Ecology 3 § ^
Bio 557 Animal Morphogenesis 3 s.h.
Bio 558 Endocrinology 4sh
Bio 559 Advanced Entomology 3 s.h.
Bio 560 Herpetology 3 j.h.
Bio 562 Animal Physiology 4 g.h.
Bio 575 Mammalogy 3 ^ j^
Bio 580 Parasitology 3 ^ j^
Microbiology
Bio 581 Microbial Physiology 4 j.h.
Bio 582 Pathogenic Microbiology 3 g.h.
Bio 583 Immunology 3 5 j^
Bio 586 Taxonomy and Ecology of Bacteria 3 s.h.
Resident Requirements for the M.S.:
The candidate must be in residence for at least seven consecutive months of
fuU-tmie work or the equivalent as determined by the candidate's advisory
committee.
Research Requirements for the M.S.:
Every candidate must schedule Methods of Research in Biology (Bio 600) as
part of his research requirement. This should be done early in his program.
Every candidate must present a research thesis on an original topic approved
by the candidate's advisory committee. This is programmed as Grad 550 (thesis)
for 2 to 4 credits.
Requirements for Completion of the M.S.:
1. a. All students in the M.S. program in the Biology Department must pass a
comprehensive examination administered by the department graduate
committee. The purpose of this examination is to assure that all of our
graduates have a well proportioned knowledge of the field of Biology.
The examination will also help point out the student's major areas of
inadequate knowledge or training,
b. This examination is offered at a specified time twice each year (toward
the middle of each semester). Any time after the first semester of
graduate studies, the student may signify his intentions of taking the
examination by informing the graduate committee.
PROGRAM CURRICULA / 77
BIOLOGY
c. This will be the only comprehensive examination for the Master of
Science degree.
2. After the thesis has been accepted in its final written form by the
candidate's committee and the Graduate School, the candidate is
expected to present a public seminar covering the major areas of his
research.
COURSE DESCRIPTIONS
In many courses in the Biology Department, additional laboratory time may
be required beyond the regularly scheduled periods.
Bio 500 Special Studies 1-6 s.h.
Consists of semi-independent studies under the guidance of an instructor.
Maximum credit in any one area is six (6) semester hours. Time and class hours
will be arranged by the instructor involved. Prerequisite: Permission of the
instructor.
Bio 522 Biometry 3 s.h.
Designed to acquaint the student with the kinds and treatment of biological
data. The application of mathematical principles in the treatment of these data
will be stressed rather than a theoretical development of the mathematical
concepts. Data will be analyzed from representative measuring instruments, e.g.
spectrophotometry, manometry, linear measurement, etc.
Bio 526 Molecular Genetics 3 s.h.
A study of the chemical structure of the gene in relation to its molecular
function in the control of specific protein biosynthesis. Emphasis will be placed
on genetic systems of bacteria, fungi, and viruses.
Bio 530 Instrumentation 3 s.h.
An introduction to instrumental technique designed to aid in the develop-
ment of skills employed in biological research.
Bio 536 Comparative Plant Morphology 3 s.h.
A discussion of the procedures, general principles and objectives of
comparative plant morphology. Emphasis will be placed on the relationships
between morphology, taxonomy and experimental morphogenesis in the
vascular plants.
Bio 540 Protozoology 3 s.h.
An introductory course which covers the common and representative genera
of all groups of free-living protozoa (parasitic forms are not included). Major
emphasis is placed upon the structure, physiology, ecology and life histories of
these organisms. Laboratory work covers these same topics and an independent
research project is required.
Bio 545 Microtechnique 3 s.h.
Designed to acquaint the student with the procedures involved in the
production of microscope slides. Techniques of preparing whole mounts,
microtome sections and serial sections of both plant and animal materials.
Bio 546 Dendrology 3 s.h.
A study of the woody plants as to their identification, distribution, ecology,
culture, anatomy, physiology, mensuration and utilization.
Bio 548 Plant Ecology 3 s.h.
The nature and distribution of vegetation in relation to environmental
factors. Field investigations of local plant communities constitute the bulk of
the laboratory work. Prerequisite: field botany, plant taxonomy or a general
knowledge of local flora.
78 / GRADUATE SCHOOL AT INDIANA
Bio 551 Taxonomy of Plants 3s.h.
Includes the collection, identification, and classification of vascular plant
species and special emphasis on family characteristics and phylogeny. Three
hours per week throughout the year. Prerequisite: Botany I, II.
Bio 553 Principles of Animal Taxonomy 3 s.h.
A study of the classification system and its application of the identification
of animals. The basic principles of taxonomy rules of nomenclature, a synoptic
history of classification and the "old" and "new" taxonomy will be included. A
taxonomic field study is required.
Bio 554 Advanced Ornithology 3 s.h.
This course will consist of a detailed study of bird populations, behavior, and
movement including the annual cycle. Prerequisites: identification by site and
song of local birds.
Bio 556 Animal Ecology 3 s.h.
A course including the study of the effect of environmental factors on
animals, animals as members of communities, their trophic relationships, their
ecologic distribution, population dynamics, and aspects of animal behavior. A
field or laboratory problem involving some aspect of animal ecology is required.
Bio 557 Animal Morphogenesis 3 s.h.
Factors that influence and control the differentiation of organs, tissues, and
cells are considered. Emphasis is placed on experimental procedures and
methods. Prerequisites: Embryology or Comparative Anatomy, Organic Chemis-
try or Biochemistry, and Genetics.
Bio 558 Endocrinology 4 s.h.
A study of the endocrine tissues from the standpoint of their phylogeny,
embryology, micro-anatomy, and physiology. Prerequisites: a course in anatomy
and a course in physiology.
Bio 559 Advanced Entomology 3 s.h.
The study of insect morphology including the external and internal
organization of specimens of different species of insects. Comparisons and
contrasts among species will be included as well as the relationships of social
insects and their adaptations. Prerequisite: Biology 262.
Bio 560 Herpetology 3 s.h.
Provides a comprehensive survey of the classes Amphibia and Reptilia. Topics
for study include the classification, structure, origin, evolution, phylogenetic
relationships, distribution, and natural history of amphibians and reptiles.
Special emphasis is placed on the hexpetofauna of Pennsylvania.
Bio 561 General Physiology 4 s.h.
A molecular approach to quantitative analysis of the mechanisms of
functional operation and coordination in living organisms. Emphasis is directed
toward the chemical and physical principles operating at the primary functional
units of organization. Prerequisites: A course in Physiology, Biochemistry,
Calculus. Hours: Two hours lecture and four hours laboratory.
Bio 562 Animal Physiology 4 s.h.
Through lectures and laboratory work, students will consider the events of
digestion, molecular transport of nutrients and wastes, gaseous exchange,
excretion, muscular movement and control by endocrines and nervous tissue.
Prerequisites: Zoology I, II.
Bio 563 Physiology of Plants 4 s.h.
A comprehensive study is made of the physical and chemical bases for the
organization and function of the living plant. Much use is made of the current
PROGRAM CURRICULA / 79
BIOLOGY
literature of the field. Water relations, plant nutrition, photosynthesis, growth
and its regulation, and tropisms are among the topics considered. Prerequisite:
Biochemistry, Plant Physiology.
Bio 568 Biology Practicum 2 s.h.
Designed to convey to the high school biology teacher the knowledge of the
preparation of culture media and solutions. Problems and techniques unique to
the biological sciences with respect to demonstration material, handling and
housing of plants and animals, safety in the laboratory and in the field, and the
maintenance of equipment will be discussed. Theoretical and practical work will
be done with the development of on-going experiments and research projects.
Handbooks and other resource materials useful in the "laboratory approach" to
biology will be given special attention.
Bio 575 Mammalogy 3 s.h.
An introduction to the classification of mammals of North America and a
review of the life histories of representatives of the various orders. Laboratory
work will deal with the identification of local species and the standard
procedures for collection and preservation of mammals. Two hours lecture and
three hours laboratory work per week.
Bio 576 Radiation Biology 3 s.h.
Basic aspects of nuclear physics, the phenomena of radioactive isotopes and
the biological efforts of such isotopes. Concurrent laboratory work utilizing
instruments for detection and measurement of radioactive nuclides used in
biological experimentation. Organic and biological chemistry strongly recom-
mended.
Bio 578 Mycology 3 s.h.
A study of the systematics, morphology, and physiology, with emphasis on
economically imported and experimental useful Myxomycophyta and Eumy-
cophta. Laboratory studies will include exercises in the physiology and genetics
of fungi and the collecting, culturing and identifying of representative species.
May not be programmed by students with undergraduate credit for Biol. 381,
Mycology.
Bio 580 Parasitology 3 s.h.
An introductory course which covers the parasitic protozoa, flatworms and
roundworms. Major emphasis is placed upon species infesting man and includes
their structure, physiology, ecology', life cycles, pathogenicity and treatment.
Laboratory work includes some dissection of vertebrate hosts and fixing,
staining and mounting of any parasites recovered. Archropods involved in
parasite transmission are also included. Prerequisites: one year Biology',
Vertebrate and Invertebrate Zoology.
Bio 581 Microbial Physiology 4 s.h.
The physiological reactions involved in the growth, reproduction and death of
microbes. Special consideration will be placed upon the metabolism of
carbohydrates, proteins, vitamins and fats. Enzymes, oxidation-reduction poten-
tials, energy relationships, membrane potentials and required nutrients will also
be considered. Prerequisites: Microbiology and Biochemistry.
Bio 582 Pathogenic Microbiology 3 s.h.
A study of disease caused by microorganisms with emphasis on human
pathogens. Consideration is given to both the epidemiology and aspects of the
host-parasite relationships. The laboratory stresses methods of isolation and
identification of pathogens. Prerequisite: Microbiology.
Bio 583 Immunology 3 s.h.
A study of the physical and chemical properties of antigens and antibodies;
the nature of antigen-antibody interactions; the mechanism of antibody
80 / GRADUATE SCHOOL AT INDIANA
formation; and the immune reaction in disease. The laboratory will employ
serological techniques. Prerequisites: Biochemistry and Microbiology.
Bio 586 Taxonomy and Ecology of Bacteria 3 s.h.
A study of the isolation, cultivation, classification and ecology of the major
groups of bacteria. Special emphasis is given to the principles of bacterial
taxonomy and ecology. Prerequisite: Microbiology.
Bio 600 Methods of Research in Biology 2 s.h.
The student is aided in selecting and planning a research project or thesis
problem in either a biological or related educational area; will become
thoroughly familiar with the general biological literature (abstracting journals,
periodicals, annual reviews, etc.); will conduct a literature search on his selected
topic; will write a thesis or project proposal following Graduate School
guidelines and the AIBS style manual; and will give an oral presentation of the
proposal. Required for both M.Ed, and M.S. candidates. (Staff)
Bio 612 Biology Seminar 1 s.h.
An opportunity to become acquainted with the various areas of current
research in biology. One hour meeting per week. Required for M.S. candidates.
(Staff)
Mar. Sci. 500 Problems in Marine Science 3 s.h.
Independent study for the advanced student in marine sciences. Topics are
selected from the areas offered by the Marine Consortium and the studies are
directed by the instructor in that area. Prerequisite: Consent of Instructor.
PROGRAM CURRICULA / 81
BUSINESS
BUSINESS EDUCATION AND BUSINESS MANAGEMENT
Charles L. Cooper, Chmn. Dennis D. Tiger, Chmn.
Business Management Dept. Business & Distributive Ed. Dept.
Lee R. Beaumont John A. Polesky
Elsie M. Hilcman Kenneth L. Shildt
Donald C. Mahan Charles B. Stevenson
Bernard A. Moreau Leslie S. Spencer
Patricia L. Patterson Dale W. Woomer
The School of Business offers programs leading to the degrees of ( 1 ) Master
of Education in Business and (2) Master of Science in Business. The Master of
Education program is designed primarily to permit the business teacher to
broaden his understanding of the business world and to study his teaching
procedures in the light of new experience. The Master of Science program is
directed toward those who wish to enhance their educational backgrounds
through a study of business, business related, and general education subjects.
Upon admission to the Graduate School each student is tentatively assigned
an adviser. The adviser assists the student in scheduling his program of studies. If
the tentative assignment is mutually agreeable to the student and the adviser, the
arrangement is continued.
In both the Master of Education Program and the Master of Science in
Business Program, 12 to 16 credit hours are to be taken in the business
concentration area. These courses should be scheduled as early as possible in the
student's program. Among the first courses, the student should take BU 510,
Busmess Communications and Report Writing. For M.Ed, students, the course
Grad 515, Elements of Research, must be taken prior to BU 522, Seminar in
Business Education.
Prior to his admission to candidacy for the degree of Master of Education, the
student must take the Graduate Record Examination, which includes the
aptitude test and the advanced test. Prior to admission to candidacy for the
degree of Master of Science in Business, the student must take the aptitude test
only. Information about these examinations can be obtained from the Graduate
School.
Business teachers with the proper prerequisites can earn, at the graduate level,
certificates in Marketing and Data Processing. They may also earn an
endorsement on their present vocational certificate which qualifies them to be a
Cooperative Education Coordinator.
CURRICULUM FOR MASTER OF EDUCATION DEGREE IN BUSINESS
L General Studies — 2-4 semester hours of work to be selected from the courses
listed below. Other choices may be made with the approval of the adviser and
department chairman.
Anth 591 Studies in Anthropology 2 s.h.
Anth 592 Comparative Cultures 2 s.h.
Anth 593 The Science of Culture 2 s.h.
Art 521 Contemporary Movements in Art 2 s.h.
Eng 521 Modern European Fiction 3 s.h.
Eng 537 Modern American Fiction 3 s.h.
Eng 540 Twentieth Century American Drama 3 s.h.
Geog 521 Advanced Human Geography 2 s.h.
Hist 531 Economic and Social History of Pennsylvania 2 s.h.
Hist 591 Social and Intellectual History of the
U.S. Since 1875 3 s.h.
HE 521 Problems in Family Living 2 s.h.
Phil 580 Readings in Religious Thought 2 s.h.
82 / GRADUATE SCHOOL AT INDIANA
Phil 581 Problems of Logic 2 s.h.
Phil 582 Problems of Ethics 2 s.h.
Phil 583 American Philosophical Thoughts 2 s.h.
SS 521 Contemporary American Issues 2 s.h.
SS 561 Social Policy Studies 2 s.h.
II. Subject Matter Concentration Area — 12-16 semester hours work in subject
matter content to be selected from the following: A minimum of two areas
are to be chosen.
A. Accounting — Prerequisite of 12 hours in Accounting
Bus 500 Accounting Systems 2 s.h.
Bus 501 Principles of Tax Accounting 2 s.h.
Bus 502 Advanced Tax Accounting 2 s.h.
Bus 503 Financial Statement Analysis 2 s.h.
Bus 504 Budgeting and Cost Analysis 2 s.h.
Bus 505 Advanced Accounting 2 s.h.
Bus 506 Interpretation of Accounting Data (for Non-Business
Majors and Non-Accounting Business Students) ... 2 s.h.
B. Secretarial — Prerequisite of 9 hours in Shorthand
Bus 512 Office Organization and Management 2 s.h.
Bus 513 Foundations of Teaching Business Skills 2 s.h.
Bus 514 Executive Secretarial Training 2 s.h.
Bus 540 Cooperative Work Experience in Office Occupations . 4 s.h.
C. Marketing
Bus 520 Retail Organization and Management 2 s.h.
Bus 521 Principles of Marketing 2 s.h.
Bus 522 Sales Promotion and Advertising 2 s.h.
Bus 523 Marketing Research 2 s.h.
Bus 540 Cooperative Work Experience in Office Occupations . 2 s.h.
D. Basic Business
Bus 510 Business Communications and Report Writing 2 s.h.
Bus 531 Principles of Investment in Securities 2 s.h.
Bus 532 Current Business Economic Problems 2 s.h.
Bus 533 Case Problems in Business Law 2 s.h.
Bus 534 Consumer Economic Problems 2 s.h.
Bus 536 Automated Data Processing I 4 s.h.
Bus 537 Automated Data Processing II 4 s.h.
Bus 541 Principles of Management 2 s.h.
Bus 542 Human Relations in Business 2 s.h.
Bus 543 Leadership Development in Business and
Distributive Education 2 s.h.
Econ 525 Money and Banking 2 s.h.
III. Professional Studies — 6-10 semester hours.
A. General Area
Bus 550 Principles and Problems of Business Education 2 s.h.
Bus 552 Seminar in Business Education 2 s.h.
Bus 553 Supervision of Business Vocational Education 2 s.h.
Bus 554 Cooperative Vocational Office and Distributive Ed. . 2 s.h.
Grad 516 Statistical Methods in Education 2 s.h.
B. Instructional Areas — a minimum of two semester hours.
Bus 560 Improvement of Instruction in Secretarial Courses . . 2 s.h.
Bus 561 Improvement of Instruction in Basic Business
Courses 2 s.h.
Bus 562 Improvement of Instruction in Accounting and
Business Mathematics 2 s.h.
PROGRAM CURRICULA / 83
BUSINESS
Bus 563 Improvement of Instruction in Office Practice 2 s.h.
IV. Foundations of Education -- 2 semester hours of work selected from:
FdEd 511 Historical Foundations of Education 2 s.h.
FdEd 512 Philosophical Foundations of Education 2 s.h.
FdEd 513 Social Foundations of Education 2 s.h.
V. Research Techniques — the following courses are required. Grad 515,
Elements of Research, should be scheduled early in the student's program:
Grad 5 1 5 Elements of Research 2 s.h.
Grad 550 Thesis 2-4 s.h.
CURRICULUM FOR MASTER OF SCIENCE DEGREE IN BUSINESS
I. General Studies — 2-4 semester hours of work to be selected from the courses
listed under the General Studies area for the Master of Education Degree in
Business. (See page 81)
II. Business Concentration Area — 12-16 semester hours to be selected from the
following:
A. Accounting — Prerequisite of 12 hours in Accounting
Bus 500 Accounting Systems 2 s.h.
Bus 501 Principles of Tax Accounting 2 s.h.
Bus 502 Advanced Tax Accounting 2 s.h.
Bus 503 Financial Statement Analysis 2 s.h.
Bus 504 Budgeting and Cost Analysis 2 s.h.
Bus 505 Advanced Accounting 2 s.h.
B. Marketing
Bus 520 Retail Organization and Management 2 s.h.
Bus 521 Principles of Marketing 2 s.h.
Bus 522 Sales Promotion & Advertising 2 s.h.
Bus 523 Marketing Research 2 s.h.
Bus 524 Merchandise Information 2 s.h.
C. Basic Business
Bus 510 Business Communications & Report Writing 2 s.h.
Bus 512 Office Organization & Management 2 s.h.
Bus 531 Principles of Investment 2 s.h.
Bus 532 Current Business Economic Problems 2 s.h.
Bus 533 Case Problems in Business Law 2 s.h.
Bus 534 Consumer Economic Problems 2 s.h.
Bus 536 Automated Data Processing 1 4 s.h.
Bus 537 Automated Data Processing II 4 s.h.
Bus 541 Principles of Management 2 s.h.
Bus 542 Human Relations in Business 2 s.h.
III. Related Business Area — 8-10 semester hours to be selected from the
following:
CnEd 546 Encounter & Sensitivity Counseling 2 s.h.
Econ 501 Foundations of Modern Economics 3 s.h.
Econ 525 Monetary Economics 3 s.h.
Econ 551 International Economics 3 s.h.
Econ 552 Comparative Economic Systems 3 s.h.
Econ 553 Contemporary Economic Issues 3 s.h.
Econ 554 Economics Seminar 3 s.h.
Econ 555 Labor Economics 3 s.h.
Bus 580 Independent Study 2-4 s.h.
Geog 542 Industrial Geography 2-3 s.h.
HE 530 Clothing and Human Behavior 2 s.h.
84 / GRADUATE SCHOOL AT INDIANA
HE 560 Problems in Housing and Interior Design 2 s.h.
HE 561 Household Equipment and Appliances 2 s.h.
Math 575 Foundations of Math I 3 s.h.
Math 582 Theory of Probability 3 s.h.
Psy 561 Motivation 3 s.h.
Psy 558 Social Psychology 3 s.h.
IV. Research Area — 6-8 semester hours as indicated below.
Bus 510, Business Communications and Report Writing; Grad 515, Elements
of Research; and Grad 517, Statistical Methods must be taken before Grad
550, Thesis.
Grad 515 Elements of Research 2 s.h.
Grad 517 Statistical Methods I 2 s.h.
Grad 550 Thesis 2-4 s.h.
COURSE DESCRIPTIONS
Bus 500 Accounting Systems 2 s.h.
The accounting principles as applied in constructing accounting systems.
Special attention given to the problems of management as they relate to
accounting systems. This is to be done with the idea of building a system to give
management the information desired for effective operation of the business.
Bus 501 Principles of Tax Accounting 2 s.h.
This course is designed to acquaint students with the Federal Income Tax
Laws as they affect individuals, single proprietorships, and partnerships.
Bus 502 Advanced Tax Accounting 2 s.h.
Designed to give the student further familiarity with the Federal Income Tax
law with emphasis upon the law concerning corporate returns, estates and trusts,
federal estate tax and gift tax. Bus 501, or its equivalent, is a prerequisite.
Bus 503 Financial Statement Analysis 2 s.h.
Designed to give a detailed analysis and interpretation of financial statements
with advanced problems supporting the theory presented. Particular types of
statements as they apply to public utilities, industrials, and moneyed corpora-
tions are introduced.
Bus 504 Budgeting and Cost Analysis 2 s.h.
The preparation and use of flexible expense budgets; the establishment of
production cost standards and the analysis of cost variances; extensive analysis
of cost control and profit planning programs; and direct costing. Prerequisite:
Elementary Cost.
Bus 505 Advanced Accounting 2 s.h.
Designed to emphasize the specialized phases of accounting, such as joint
ventures and syndicates, installment sales, consignments, domestic agencies and
branches, consolidated statements, and application of funds statements.
Bus 506 Interpretation of Accounting Data 2 s.h.
An accounting course for non-accounting students. Designed to provide an
understanding of accounting data from the viev^oints of management, investors,
or potential investors. "How to do accounting" is not a prerequisite and it is not
an objective of this course.
Bus 510 Business Communications and Report Writing 2 s.h.
A study and comparison of effective written communications. Emphasis on
the positive approach, clear statements, and good form and structure. The
organization and preparation of reports of the types used in education, business
PROGRAM CURRICULA / 85
BUSINESS
and government. Techniques of (<)Ile( ling, interpreting, and presenting informa-
tion useful to exec utives will l)e studied.
Bus 512 Office Organization and Management 2 s.h.
Duties and responsibilities of the office manager; principles of prac ticai office
management and their application. Includes survey and analysis (levelopment of
manuals and their use; selection, training, pay and promotion of office
employees; controlling expen.se and measuring office efficiency; quality and
quantity standards; purcha.se and use of equipment; and report writing.
Bus 513 Foundations of Teaching Business Skills 2 s.h.
Designed to increase the student's understanding of the philosophical and
psychological basis of teaching l)usiness skill subjects. Through discussion and
research, students explore the rationals and principles for developing skills as
they apply to specific business courses taught in the secondary schools and
community colleges.
Bus 514 Executive Secretarial Training 2 s.h.
This course for teachers will stress the application of secretarial skills and
knowledges and emphasize the importance and good human relations in the
office. Will show ways to complement the secretarial training so that high .school
graduates may become competent, proficient, and well-adjusted secretaries.
Bus 520 Retail Organization and Management 2 s.h.
Directed toward the many problems of retail management. Will include a
study of the present-day trends in retailing, personnel management, merchandise
control, pricing, promotion, services, accounting, and expense control.
Bus 521 Principles of Marketing 2 s.h.
A study of the risks, costs, and methods in the distribution of goods of farm
and industry. A comprehensive analysis of such problems as research, comp>eti-
tion, pricing, and laws in marketing goods from the manufacturer or producer to
the consumer.
Bus 522 Sales Promotion and Advertising 2 s.h.
An introduction to the basic principles of sales promotion and advertising
together with a consideration of the major problems encountered in the
management of the activities. Major emphasis is placed on the determination of
basic promotional strategy; selection of advertising media; determining the
advertising appropriations; and advertising research. Advertising is discussed as
an institution performing social and economic functions.
Bus 523 Marketing Research 2 s.h.
A study of research procedures and techniques applicable to problem solving
in the field of marketing. A critical analysis of research techniques with
considerable emphasis placed on orienting the student to the use of information
gathered. Prerequisite: Marketing.
Bus 531 Principles of Investment in Securities 2 s.h.
Familiarizes the student with the many forms of investment possibilities
which exist. Attention given to the operation of the stock markets, concepts and
terminology of investing, mutual funds and their function, investment clubs and
the problems involved in making investments through brokers, bankers, and
stock promoters.
Bus 532 Current Business Economic Problems 2 s.h.
Designed to provide an opportunity for the students to gain insights into the
relationship of business to the many facets of society, the impact of major
societal groups upon business, and the nature of obstacles that businessmen face
in day-to-day operations. A review and analysis of basic economic concepts and
86 / GRADUATE SCHOOL AT INDIANA
principles will serve as a basis for the study of selected economic problems of
current interest and concern to business and society.
Bus 533 Case Problems in Business Law 2 s.h.
It is to be assumed that the student has a knowledge and background of the
theory of business law prior to taking this course. The course deals with the
solution of case problems as applied to the various topics in the field of business
law.
Bus 534 Consumer Economic Problems 2 s.h.
A program for the education of intelligent consumers is planned for this
course. How to gain the maximum satisfaction from goods and services available
to the consumer is an important consideration. An effort will be made to
develop an appreciation of the problems of the producer, and distributor, as well
as those of the consumer.
Bus 536 Automated Data Processing I 4 s.h.
Covers the theory and operation of automated data processing equipment.
Input devices will include the key punch, paper tape punch and the keyboard to
magnetic tape equipment. Semi-automatic accounting machines and ledger
posting devices wQl be studied. Output devices such as the reader-punch,
reproducer, interpreter and other equipment will be covered. 2 hr. lecture and 2
hr. lab. Prerequisite: Certificate to teach.
Bus 537 Automated Data Processing II 4 s.h.
Develops the principles of Cobol Language Programming with specific
applications for the teachers of business and distributive education. The course
builds upon the basic concepts of data processing developed in Bus 536. Special
emphasis placed on computer based instruction and programmed instruction as
used with the console typewriter and remote terminals. The value of library
programs will be demonstrated. 2 hr. lecture and 2 hr. lab. Prerequisite:
Certificate to teach and Bus 536 or its equivalent.
Bus 540 Cooperative Work Experience in Office
or Distributive Occupations 4 s.h.
The graduate student who has not had extensive business experience is given
the opportunity to work full-time for six weeks during the summer in a business
position under the supervision of the University. Evening seminars will be held
weekly to discuss problems related to the work experience program and the
cooperative plan of vocational instruction. A written report of the experience
will be required.
Bus 541 Principles of Management 2 s.h.
Students will study the development, nature, and meaning of the basic
functions of management. Emphasis will be placed upon the functional activities
of an organization at all levels of management. The application of these
principles will be analyzed.
Bus 542 Human Relations in Business 2 s.h.
Human motivations and their constructive application to all aspects of
business form the central theme. The psychological basis of human relations will
be developed as it applies in the business world. Major topics include
employer-employee relations, labor relations, stockholder relations, customer
relations, community relations, and public relations.
Bus 543 Leadership Development in Business and
Distributive Education 2 s.h.
Includes methods, procedures and programs for developing leadership in
teachers and teacher-coordinators of secondary, post secondary and adult
programs in business and distributive education. Emphasis on the coordination
of activities of school and business working with community leaders in
PROGRAM CURRICULA / 87
BUSINESS
developing and maintaining an effective vocational business program. The
promotion and development of youth groups will be an important objec live.
Bus 550 Principles and Problems of Business Education 2 s.h.
Surveys the basic principles and practices of business education. Among the
topics considered are: history of the high school business program, purposes,
attitudes of management and labor toward education, the relationship of general
education to business education, and trends in the field.
Bus 552 Seminar in Business Education 2 s.h.
A critical examination and evaluation of current literature and research in
business education. The graduate student is expected to conduct an extensive
study of literature representative of the entire field of business and an intensive
study in one or more specialized areas compatible with his professional interests
and activities. Investigation of procedures used in current and outstanding
research studies is emphasized.
Bus 553 Supervision of Business Vocational Education 2 s.h.
Offers an opportunity to study the problems of organizing, directing, and
supervising a vocational education program in business. Special emphasis placed
on the implementation of programs in distributive and office education as
proposed under the various Vocational Arts.
Bus 554 Cooperative Vocational Office and
Distributive Education 2 s.h.
Develops administrative procedures necessary for planning, organizing and
coordinating cooperative vocational education programs in business and dis-
tributive education. Major topics include historical background, program
development, supervision, public relations, the teacher-coordinator and his job
and educational outcomes.
Bus 560 Improvement of Instruction in Secretarial Courses 2 s.h.
A course for experienced business teachers. Teaching procedures basic to the
development of vocational proficiency in shorthand, typewriting, and tran-
scription including: content; methods; teaching aids; available instructional
materials; measurement of skills; and standards of achievement.
Bus 561 Improvement of Instruction in Basic Business Courses 2 s.h.
Designed for experienced or prospective teachers specializing in basic business
courses. Relates the subjects' economic literacy aims to vocational and general
education. A study is made of curricular organization, teaching techniques,
instructional materials, and audio-visual resources. The course specifically
prepares teachers for general business, junior business training, consumer
economics, economics, business principles and management, and economic
geography.
Bus 562 Improvement of Instruction in Accounting and
Business Mathematics 2 s.h.
A study of problems and techniques in the teaching of accounting and
business mathematics for experienced and prospective business teachers. Topics
include the objectives, the place and purpose of accounting and mathematics in
the business curriculum of the secondary schools and community colleges.
Includes planning for teaching and the techniques for improving instruction.
Course standards, resource materials, the use of practice sets, testing and
evaluation are stressed. Instruction is geared to meet the special needs of the
students.
Bus 563 Improvement of Instruction in Office Practice 2 s.h.
Designed to provide business teachers with a working philosophy and
practical approach to the teaching of office machines and equipment in the
88 / GRADUATE SCHOOL AT INDIANA
secondary schools and community colleges. Through readings and discussions,
the student will develop plans and techniques for implementing office practice
courses. "Hands-on" experience in the use of a variety of modern office
equipment will be provided.
Bus 570 Economic Backgrounds of Business 2 s.h.
Designed to provide a thorough overview of the economic environment in
which business and other agencies must operate. The student will gain a broad
perspective of business operation through such topics as business organization
and management, consumption of goods, business risks, business cycle,
budgeting and investments. Not open to Business Education Majors, but is
designed as a general studies course for other programs.
PROGRAM CURRICULA / 89
CHEMISTRY
CHEMISTRY
Stanford Tacketl, Chairman
Donald R. McKelvey, Director of Graduate Studies
Carl W. Bordas Richard W. Kolaczkowski
Nicholas D. Christodouleas Ronald L. Marks
Edward G. Coleman Robert A. Patsiga
Joseph J. Costa John A. Scroxton
Frank Fazio Augusta Syty
Richard A. Hartline Paul R. Wunz, Jr.
William I. Heard Geno Zambotti
DeannaJ. Nelson Donald N. Zimmerman
The chemistry department offers both the Master of Education and the
Master of Science degrees in chemistry. Each program is designed to meet the
specific needs of the persons enrolled in the programs.
The Master of Education program is designed for the secondary school
teacher. It is the purpose of this program to afford the teacher the opportunity
to increase his knowledge of chemistry and keep abreast of a rapidly changing
field. The major emphasis is on subject matter.
The Master of Science degree is for the chemist who intends to pursue further
graduate work leading to a Ph.D. or who intends to work as a professional
chemist and desires to become more competent in chemistry. This degree is
research oriented and successful completion of an experimental thesis is
required.
Four core courses, one in each of the areas of inorganic, organic, analytical,
and physical chemistry, are required in both the M.Ed, and the M.S. degree
programs.* Beyond this point the two programs separate with the M.S. student
taking more specialized work in chemistry along with an experimental research
problem, while the M.Ed, candidate will take broadening courses which will
make him a more effective teacher.
*An exception to this is afforded the student wishing to specialize in
biochemistry.
General Admission Requirements — Candidates for admission to the Master's
program must have a Bachelor's degree from an accredited college or university
and an undergraduate grade point average of 2.5 or better. Students should have
completed one year each of general chemistry, analytical chemistry, organic
chemistry, physical chemistry*, general physics, and calculus. Students wishing
to specialize in biochemistry should also have had an undergraduate course in
biochemistry. Students deficient in the above areas of study may also be
admitted provided these deficiencies are made up concurrently with the
student's graduate studies.
The general requirements for admission to candidacy for a Master's Degree
are discussed on page 45 of this bulletin.
*Only one semester of physical chemistry is required for education majors.
90 / GRADUATE SCHOOL AT INDIANA
CURRICULUM FOR MASTER OF EDUCATION DEGREE IN CHEMISTRY
Students working for this degree with a major in Chemistry will complete a
minimum of 30 semester hours of work in accordance with the following
divisions:
I. Subject Matter Concentration Area — 20-22 semester hours of work as
follows:
A. Required courses:
Chem 610 Inorganic Chemistry 3 s.h.
Chem 620 Analytical Chemistry 3 s.h.
Chem 630 Organic Chemistry 3 s.h.
Chem 640 Physical Chemistry 3 s.h.
B. Elective Chemistry Courses — 8-10 semester hours of work elected from
the following courses:
Chem 505 Chemical Systems 2 s.h.
Chem 506 Chemistry, An Experimental Science 2 s.h.
Chem 522 Advanced Instrumental Methods of Analysis 2 s.h.
Chem 546 Biochemistry I 2 s.h.
Chem 547 Biochemistry II 2 s.h.
Chem 576 Radiochemistry 2 s.h.
Sci 572 Experimental Techniques in Chemistry and Physics . 2 s.h.
Chem 602 Chemistry in Manufacturing Processes 2 s.h.
II. Foundations of Education — 2 semester hours of work selected from the
following courses:
FdEd 511 Historical Foundations of Education 2 s.h.
FdEd 512 Philosophical Foundations of Education 2 s.h.
FdEd 513 Social Foundations of Education 2 s.h.
III. Research Requirements — 2-6 semester hours. A thesis or research project* is
required of each student. The thesis may earn from two to four semester
hours credit.
Grad 550 Thesis and Research 2-4 s.h.
Grad 515 Elements of Research or
Chem 533 Chemical Literature 2 s.h.
IV. Non-Chemistry Electives — 0-6 semester hours. The student may complete
the 30 semester hour requirement by choosing from among any of the
non-chemistry offerings of the Graduate School with the advice and approval
of his graduate advisor. The student must satisfy any stated prerequisites for
the elective courses.
*A research project fulfills this requirement, but does not earn any semester hour
credit.
CURRICULUM FOR MASTER OF SCIENCE DEGREE IN CHEMISTRY
I. Residence Requirements — The student shall be in residence a minimum of
two consecutive semesters of full-time work. Students working as graduate
assistants or making up deficiencies can expect to be in residence for two
years.
II. Course Requirements — for those specializing in analytical, inorganic, organic,
or physical chemistry.
A. Required Courses (14-15 semester hours)
I
PROGRAM CURRICULA /91
CHEMISTRY
Chem 610 Inorganic Chemistry 3 s.h.
Chem 620 Analytical Chemistry 3 s.h.
Chem 630 Organic Chemistry 3 s.h.
Chem 640 Physical Chemistry 3 s.h.
One additional course designated by 600 chemistry numbers selected from
one of the four core areas 2-3 s.h.
B. Electives (5 to 6 semester hours)
The electives may be selected from the areas of chemistry, physics,
biology, and mathematics by the student with the advice and approval of his
adviser.
Chem 500, Special Studies, (1-6 s.h./sem.) can provide a maximum of two
(2) semester hours toward the 30 semester hours necessary for the degree.
This course cannot be used as a substitute for Grad 550.
III. Course Requirement — for those specializing in biochemistry.
A. Required Courses (10 semester hours)
Chem 630 Organic Chemistry 3 s.h.
Chem 623 Physical and Chemical Methods of Separation 3 s.h.
Chem 546 Biochemistry I 2 s.h.
Chem 547 Biochemistry II 2 s.h.
Bio 526 Molecular Genetics 3 s.h.
B. Electives (9 to 10 semester hours)
1. One of the following:
Bio 556 Cell Physiology 4 s.h.
Bio 562 Animal Physiology 4 s.h.
Bio 563 Physiology of Plants 4 s.h.
Bio 581 Microbial Physiology 4 s.h.
Bio 558 Endocrinology 4 s.h.
2. Any graduate courses in the Natural Sciences or Mathematics mutually
agreed upon by the student and his adviser.
IV. Research and Thesis Requirements
A. Grad 550 Research and Thesis 1-8 s.h./sem.
The research work must lead to an acceptable thesis, approved by the
student's adviser and supervisory committee, and defended in a final oral
examination.
B. Seminar — 2 semester hours required
Chem 600 Seminar 1 s.h./sem.
COURSE DESCRIPTIONS
Chem 500 Special Studies 1-6 s.h./sem.
The course to be arranged with the instructor, is to provide the student with
the opportunity for an intensive survey of the literature in a particular area as
well as individual instruction on recent advances in chemical instrumentation,
methods of research, and specialized subject areas.
92 / GRADUATE SCHOOL AT INDIANA
Chetn 505 Chemical Systems 2 s.h.
This course is designed to combine imaginative ideas and a great many
chemical facts into an intelligible whole. Known as the Chemical Bond Approach
(CBA), the course will be taught toward an understanding of the chemical
content and laboratory techniques necessary to comprehend Chemical Systems.
Chem 506 Chemistry, An Experimental Science 2 s.h.
The course will place heavy stress on the experimental approach to the study
of chemistry. The course, being completely laboratory oriented, will utilize the
activities of science such as observation, search for regularities, creation and
testing of models. This procedure will enable the student to understand atomic
theory, mole concept, nature of chemical reactions, and chemical periodicity.
Chem 533 Chemical Literature 2 s.h.
The purpose of this course is to give the graduate student an opportunity to
become more familiar with chemistry literature and to develop skill in the use of
the literature. Periodicals, encyclopedias, handbooks, abstracting journals and
other books dealing with the various divisions of chemistry will be studied.
Students are required to conduct a literature search on a selected topic. Lecture
— 2 hours.
Chem 576 Radiochemistry 2 s.h.
Basic aspects of nuclear structure, the phenomena of radioactive isotopes and
the chemical effects of such isotopes will be studied. Concurrent laboratory
work utilizing instruments for detection and measurement of radioactive
nuclides used in chemical experimentation will be done. Lecture — laboratory —
3 hours.
Chem 600 Seminar 1 s.h,
A study of modem chemical research and research techniques. Scientific
communication, including the role of the science library in research will be
stressed. Students are required to take two semesters of this course. Lecture — 1
hour.
Chem 602 Chemistry in Manufacturing Processes 3 s.h.
A course dealing with the applications of chemistry to manufacturing
processes. Lecture and field trips. Lecture — 3 hours.
Grad 550 Research and Thesis 1-8 s.h./sem.
Laboratory and literature work on the student's thesis problem done under
the direction of a faculty member. This course should be started as soon as is
practical.
Chem 690 Research 1-6 s.h./sem.
Laboratory and literature work on the student's thesis problem done under
the direction of a faculty member. This course should be started as soon as is
practical. The last two hours of Chem 690 must be programmed as Grad 550
Thesis.
Sci 572 Experimental Techniques in Chemistry and Physics 2 s.h.
Emphasis will be placed on scholarly experience in experimentation,
observation and application of scientific concepts. Classroom and lecture
demonstrations will be prepared, presented, and evaluated by students and
instructor. Special attention will be given to the development of new ideas and
new ways of presenting scientific principles. Prerequisites: Chemistry I, II,
Physics L IL (Bordas)
PROGRAM CURRICULA / 93
CHEMISTRY
INORGANIC
Chem 610 Inorganic Chemistry (core course) 3 s.h,
A lecture course designed to acquaint the student with theoretical inorganic
chemistry and, in particular, structure, periodicity, coordination chemistry,
bonding and the chemistry of non-aqueous solvents. Lecture — 3 hours.
Chem 611 Coordination Chemistry 3 s.h.
This course will deal descriptively and theoretically with the chemistry of
transition metals, their compounds and complex ions. Lecture 3 hours.
Chem 612 Rare Earth Chemistry 2 s.h.
A course designed to deal with the theoretical and descriptive chemistry of
the Lanthanum and Actinium series of elements. Lecture — 2 hours.
Chem 613 Chemistry of the Representative Elements 2 s.h.
Essentially a descriptive course of the periodic group A elements and their
compounds. Lecture — 2 hours.
Chem 614 Inorganic Preparations 3 s.h.
The course deals with the preparation of inorganic compounds expressing
different techniques of synthesis. This course is designed for those students who
have chosen to do inorganic research but have never had a preps course. One
lecture per week and six hours of lab.
ANALYTICAL
Chem 522 Advanced Instrumental Methods of Analysis 2 s.h.
A survey of modern instrumental analysis including electrical methods,
Spectrophotometric methods, x-ray methods, gas chromatography, and others as
time permits. (Open to M.S. candidates by permission only.)
Chem 620 Analytical Chemistry (core course) 3 s.h.
Theoretical principles of Analytical Chemistry. Lecture — 3 hours.
Chem 621 Electroanalytical Chemistry 3 s.h.
Theoretical and practical considerations of Polarography, Potentiometric,
amperometric, coulometric, and conductometric methods of chemical analysis.
Lecture — 2 hours. One 4-hour lab per week.
Chem 622 Spectrochemical Methods of Analysis 3 s.h.
Application of the emission and absorption of light in the ultraviolet, visible
and infrared regions to problems involving inorganic and organic molecular
structure, analysis, equilibrium and reaction rates. Lecture — 2 hours. One
4-hour laboratory per week.
Chem 623 Physical and Chemical Methods of Separation 3 s.h.
The application of chromatographic methods to the quantitative separation
and analysis of chemical systems. Topics will include gas, column, paper, and ion
exchange chromatographic methods and other methods of separation as time
permits. Lecture — 2 hours. One 4-hour laboratory per week.
ORGANIC
Chem 630 Organic Chemistry (core course) 3 s.h.
The study of organic chemistry through a consideration of the mechanisms of
94 / GRADUATE SCHOOL AT INDIANA
organic reactions. The reasons why and how organic reactions occur will be
discussed. Lecture — 3 hours.
Chem 631 Polymer Chemistry 3 s.h.
A study of the chemistry of macromolecules, both natural polymers and
synthetic polymers, including mechanisms of polymerization. Lecture — 3 hours.
Chem 632 Stero chemistry 3 s.h.
The effect of spatial arrangement of atoms on the chemical and physical
properties of molecules will be studied. Lecture — 3 hours.
Chem 633 Heterocyclic Chemistry 3 s.h.
The chemistry of these cyclic compounds containing a ring atom other than
carbon will be considered from the standpoint of both chemical and physical
properties.
Chem 634 Synthetic Organic Chemistry 2 s.h.
This course is designed to bring to the student the newer and important
preparative methods in organic chemistry at both the theoretical and practical
level. Lecture — 1 hour; lab. 4 hours.
PHYSICAL CHEMISTRY
Chem 640 Physical Chemistry (core course) 3 s.h.
The course provides a basic introduction to topics covered in advanced
graduate courses. Lecture — 3 hours.
Chem 641 Statistical Thermodynamics 3 s.h.
The application of statistical mechanics to chemical systems. Lecture — 3
hours.
Chem 642 Chemical Kinetics 3 s.h.
The course provides an introduction to empirical and theoretical chemical
kinetics. Lecture — 3 hours.
Chem 643 Quantum Chemistry 3 s.h.
An introduction to quantum theory and its application to atomic and
molecular structure, and spectroscopy. Lecture — 3 hours.
Chem 644 Chemistry of Solids 3 s.h.
A laboratory course which applies chemical principles and utilizes modem
instrumentation to investigate the properties of solids. (Lecture and lab.)
BIOCHEMISTRY
Chem 546-547 Biochemistry I and II 2 s.h./sem.
Courses covering and emphasizing the most recent developments in the areas
of biochemistry such as amino acids, carbohydrates, lipids, nucleic acids,
proteins, enzymes, metabolism and metabolic control. Lecture — 2 hours.
Chem 651 Biochemistry Topics 3 s.h.
A discussion of the important areas of biochemistry such as carbohydrates,
lipids, amino acids, proteins, nucleic acids, kmetics, and metabolism. Lecture —
3 hours.
Chem 652 Enzymes 3 s.h.
A study of enzymes to include isolation, kinetics, classification, specificity,
mechanisms, cofactors, structure and formation. Lecture — 3 hours.
PROGRAM CURRICULA / 95
COUNSELOR EDUCATION
COUNSELOR EDUCATION
George L. Spinelli, Chairman
William J. Leventry Jane B. Washburn
Everett J. Pesci James C. Wilson
Robert H. Saylor John C. Worzbyt
Edward D. Shaffer
Students seeking preparation in counselor education may qualify for
enrollment in one of two degree programs and one of three certification
programs.
DEGREE PROGRAMS
Degree programs include the Master of Education and Master of Arts in
Counseling Services. The Master of Education degree program is designed for
students seeking preparation and certification as elementary school counselors or
secondary school counselors. The Master of Arts in Counseling Services degree
program is designed for students seeking preparation leading to counseling and
counseling-related employment in non-school settings and student personnel
services in higher education. (Information on the Student Personnel in Higher
Education option begins on page 100.) Selection of one degree program over the
other is determined by individual qualifications of applicants as reflected in
educational-vocational background and purposes to be served in present and
future employment.
Students may apply for candidacy in a degree program upon successful
completion of six credit hours of coursework in foundations courses and
submittal of scores from the Graduate Record Examination general test and the
advanced GRE test. Students in the M.Ed, degree program must take the
advanced GRE test in Education.
Upon admission to the Graduate School and the Department, the student is
assigned an advisor who assists with all program matters. No course schedule will
be accepted without the signature of the adviser on the Graduate School
registration forms. Minimum requirem.ents for degree programs include 30 credit
hours of coursework and completion of a research project or thesis on a topic
relevant to the program in which the student is enrolled. Following approval of
the research proposal all students will register for Grad 550 Thesis or Project.
Students electing to write a thesis will register for four credits, those writing a
project for two credits.
CERTIFICATION PROGRAMS
School Counselors — To qualify for institutional endorsement for provisional
certification as an elementary or secondary school counselor, the student must
complete all prescribed coursework and related examination and research
requirements for the Master of Education degree as defined by the Graduate
School and the Department.
Counselor education majors should understand educational philosophy,
objectives, and practices. They should also understand the basic principles of
psychology, sociology and related field, and possess sufficient background in
mathematics to comprehend the statistical materials and methods with which
the counselor must be familiar. Prospective students should include introductory*
courses in these areas in their undergraduate preparation.
Supervisor of Guidance Services — Applicants must meet all requirements for
admission to the Graduate School and hold at least provisional certification as an
96 / GRADUATE SCHOOL AT INDIANA
elementary or secondary school counselor, including the master's degree.
Applicants also must have at least one year of full-time experience as a school
counselor.
Institutional and departmental endorsement for provisional certification as a
Supervisor of Guidance Services includes completion of a departmentally
endorsed program.
CURRICULUM IN COUNSELOR EDUCATION
Course requirements in all degree and certification programs are determined
with the assistance and approval of the student's departmental adviser.
AREA I: Foundations
Bus 541 Principles of Management 2 s.h.
CnEd 531 Philosophy and Principles of Guidance 2 s.h.
FdEd 511 Historical Foundations of Education 2 s.h.
FdEd 512 Philosophical Foundations of Education 2 s.h.
FdEd 513 Social Foundations of Education 2 s.h.
(Select one of the above Ed courses — M.Ed, students only)
Grad 516 Statistical Methods I 2 s.h.
SPS 526 History and Administration of Higher Education
in the United States of America 2 s.h.
SPS 527 Student Personnel Services in Higher Education .... 2 s.h.
AREA II: Interdisciplinary Studies
Students in the Master of Education Degree Program are required to take a
minimum of 6 hours from this area and students in the Master of Arts Degree
Program a minimum of 10 hours. Courses in this area may be selected from any
of the following University divisions or departments based upon student need
and adviser approval.
Business Education Political Science
Economics Psychology
Educational Psychology Sociology-Anthropology
Elementary Education Social Science
Foundations of Education Special Education
AREA III: Professional Studies
CnEd 524 Evaluation Techniques: Applications (Elem) 2 s.h.
CnEd 525 Case Study Techniques (Elem) 2 s.h.
CnEd 526 Information Service (Elem) 2 s.h.
CnEd 527 Consultative and Counseling Theory (Elem) 2 s.h.
CnEd 529 Group Procedures (Elem) 2 s.h.
CnEd 533 Evaluation Techniques: Principles 2 s.h.
CnEd 534 Evaluation Techniques: Applications 2 s.h.
CnEd 535 Case Study Techniques 2 s.h.
CnEd 536 Information Service 2 s.h.
CnEd 537 Counseling and Consultative Theory 2 s.h.
CnEd 538 Management of the Guidance Services 2 s.h.
CnEd 539 Group Procedures 2 s.h.
CnEd 540 Supervised Practicum (Elem) 4 s.h.
CnEd 541 Supervised Practicum 4 s.h.
CnEd 542 School Services 2 s.h.
CnEd
543
CnKd
544
CnEd
545
CnKd
546
CnKd
550
CnKd
551
CSci
502
Grad
515
SPS
528
SPS
529
Grad
550
PROGRAM CURRICULA / 97
COUNSELOR EDUCATION
Planning Principles 4 s.h.
Organizing Principles 2 s.h.
Human Relations and Communications 2 s.h.
Kncounter and Sensitivity in Counseling 2 s.h.
Supervision ol Guidanc e Workers 4 s.h.
Evaluation of Guidance Services 2 s.h.
('omputers in Kdu( ation 'i s.h.
Klements of Research (CnKd majors) 2 s.h.
Internship in Student Personnel Services 2-4 s.h.
Seminar in Student Personnel Administration 2 s.h.
Thesis or Project 2-4 s.h.
COURSE DESCRIPTIONS
/^CnEd 531 Philosophy and Principles of Guidance 2 s.h.
This course is designed to give an overview of the genesis and development of
guidance in American education. Philosophical concepts, psychologic al theories,
cultural and social influences, and current practices are explored in the guidance
context.
' CnEd 533 Evaluation Techniques: Principles 2 s.h.
This course is designed to present the basic concepts utilized in testing. Data
concerning the purposes and types of tests, test administration, test scoring, test
validity, and test selection will be carefully developed. Prerequisites: CnEd 5.*^!,
Grad 516.
CnEd 524 Evaluation Techniques: Applications (Elem) 2 s.h.
CnEd 534 Evaluation Techniques: Applications (Sec) 2 s.h.
In this course the student will make an intensive study of selected
representative tests and instruments in areas of aptitude, achievement, interest,
and personality. Majors will deal with applications most significant to their areas
of interest and need. Prerequisite: CnEd 533.
' CnEd 525 Case Study Technique (Elem) 2 s.h.
^CnEd 535 Case Study Technique (Sec) 2 s.h.
This course is designed to permit the student to study the principles,
problems, methods, and content involved in understanding the individual
student. This course draws together from all possible sources the kind of
information the counselor will need to understand the individual pupil and his
developing selfconcept. Prerequisites: CnKd 531, 533.
CnEd 526 Information Service (Elem) 2 s.h.
CnEd 536 Information Service (Sec) 2 s.h.
This course is designed to present the information service as a distinct and
vital part of the total guidance service. Kmphasis is placed upon the relationship
between the information service and other guidance services; the theories related
to decision making; the use of information in the process of educational, social,
and vocational development; the collection, evaluation, filing, and uses of
information; and the programming of information activities. Prerequisite: CnEd
531.
CnEd 527 Consultative and Counseling Theory (Elem) 2 s.h.
98 / GRADUATE SCHOOL AT INDIANA
CnEd 537 Counseling and Consultative Theory (Sec) 2 s.h.
The primary purpose of this course is to help the student acquire the requisite
theoretical and perceptual background for the counseling and consultative
functions in guidance. Theories, objectives, principles, and practices of counsel-
ing and consulting with individuals are covered. Interview techniques are
presented for maximum development in the subsequent practicum experience.
Prerequisites: CnEd 533, 535.
CnEd 538 Management of the Guidance Services 2 s.h.
It is the primary purpose of this course to help the guidance counselor
acquire the necessary competencies to manage the guidance services. Emphasis is
placed upon the planning, organizing, coordinating, directing, and controlling
functions of management as applied to guidance services within the framework
of the school's philosophy and statement of objectives. Prerequisites: CnEd 531,
533, 534, 535, 536, 537, 539.
CnEd 529 Group Procedures (Elem) 2 s.h.
CnEd 539 Group Procedures 2 s.h.
This course is designed primzu-ily to consider group procedures in guidance
and give the counselor a matrix for the successful use of the various techniques
used in the group approach. Considerable emphasis will be placed upon the
nature of groups, the techniques involved in the development of the dynamics of
group behavior, the formation and operation of groups, the organization and
structure of groups, and the influence of the group upon the individual as they
relate to common problems. Prerequisite: CnEd 531.
CnEd 540 Supervised Practicum (Elem) 4 s.h.
CnEd 541 Supervised Practicum 4 s.h.
This course provides a practicum experience in consulting techniques to
include the interview, observations, written reports, and group interaction.
Students work with counselees appropriate to their level of preparation and
goals. Emphasis is both developmental and problem-centered but consistent with
the view that guidance services extend to all. Since aspects of all component
guidance services are included, this course is scheduled as a terminal course in
the core sequence.
CnEd 542 School Services 2 s.h.
This course is designed to analyze critically the written statements of
educational philosophies and objectives of selected elementary and secondary
schools. The student will prepare a written statement of educational philosophy
and objectives for a school in which he is or has been employed. This statement
will serve as a guide for the critical examination of philosophies and objectives
for the school services — instructional, administration and supervisory, and pupil
personnel. The philosophies, objectives, and functions of the school services will
be examined to permit the supervisor of guidance services to understand the
relationship of the guidance services to the school services in order to function
meaningfully with the personnel of the school services.
CnEd 543 Planning Principles 4 s.h.
The student will develop written statements of guidance services philosophy
and objectives. Program elements for each of the guidance services will be
established from the objectives. These elements will be critically analyzed to
PROGRAM CURRICULA / 99
COUNSELOR EDUCATION
determine personnel needs, facilities, and materials necessary, in-service program
requirements, and budgetary demands. Prerequisites: Bus 541, CnEd 542.
CnEd 544 Organizing Principles 2 s.h.
The student will identify tasks necessary to the program fulfillment of
guidance service objectives. Personnel qualified to perform tasks will be
identified. Techniques to relate tasks to personnel will be examined to develop
structural patterns necessary to initiate guidance services programs in districts of
various sizes and compositions. Prerequisite: CnEd 543.
CnEd 545 Human Relations and Communications 2 s.h.
The student will develop skill in programming the various guidance services
for the school year throughout the district. Human relations principles and
techniques to elicit cooperation from personnel involved in the program of
guidance services will be examined. Skills in communicating with personnel
participating in the program of guidance services and with the public will be
developed.
CnEd 546 Encounter and Sensitivity in Counseling 2 s.h.
This course is a basic workshop in personal growth and interpersonal
relations. Participants will explore their own individuality and human potential
as they enter into authentic, honest, and trusting relationships within the
context of a small group experience. The learning process will encourage the
recognition and expression of feelings as an effective way of understanding one's
self and impact on others. Enrollment is with consent of instructor.
CnEd 550 Supervision of Guidance Workers 4 s.h.
This course is a practicum designed to provide allied experience in supervision
of school counselors, elementary and secondary, in the preparation of
supervisors of guidance services. Primary focus is on the supervision of
counseling service content and process, but components of all guidance services
are included. Enrollment is with consent of instructor.
CnEd 551 Evaluation of Guidance Services 2 s.h.
The student will acquire the skill to evaluate the program of guidance services
as it is related to the educational objectives and the guidance services objectives
of the school. This will include the initiation of appropriate research and the
preparation and reporting of recommendations based upon the findings.
Prerequisite: CnEd 544.
SPS 526 History and Administration of Higher Education
in the United States 2 s.h.
The fundamental purpose of this course is to highlight the growth and trends
of higher education in the United States with emphasis on the twentieth
century. It reviews the administrative problems and educational issues, touches
on some characteristics of higher education in economic analysis and cost,
financing, level of investment and assessing the returns. The course will identify
some of the administrative problems as related to the legal aspects of higher
education as it affects the University staff, the public and the students with
some court cases reviewed and compared.
SPS 527 Student Personnel Services in Higher Education 2 s.h.
This basic course gives an overview of student personnel work in higher
education, highlighting its history, purposes, organization, philosophy, ethical
values, current and past social and legal issues in institutions of higher leaming.In
100 / GRADUATE SCHOOL AT INDIANA
addition, it gives an overview of the various student services which include
admissions and registration, data processing and scheduling, housing and food
services, career counseling and placement, college unions and student activities,
the sources of financial aid, fraternities and sororities, intramural athletics and
other programs.
SPS 528 Internship in Student Personnel Services 2-4 s.h.
The internship provides practical experience in the following areas of student
personnel service: Dean of Students, Dean of Men, Dean of Women, Housing
Office, Admissions, Registration, Placement, Financial Aid, Student Union, and
related areas. Participating staff will include representatives from the cooperating
staff.
SPS 529 Seminar in Student Personnel Administration 2 s.h.
This is a course designed to review in depth the problems and trends in the
various areas of student personnel service. Research projects are required.
STUDENT PERSONNEL SERVICES IN HIGHER EDUCATION
An optional program offered by the Department of Counselor Education
through the following cooperating staff members:
S. Trevor Hadley — Coordinator James W. Laughlin
Fred R. Dakak Cleo McCracken
E. Samuel Hoenstine Ronald Thomas
This master degree program offers a practical broad type of training and
experience in preparation for professional student personnel work. It also
provides a solid background of information and skills for the student who wishes
to proceed toward a doctorate in this field at another institution.
Specific objectives of the program include an exploration of the historic and
current role of student personnel services in higher education; a focus on
understanding personality; and an examination of logical and philosophical
foundations of effective counseling. Participants will be given an opportunity to
have supervised practicum experiences in several areas of the student personnel
field in order to select areas of particular interest and to develop individual skills
in working effectively with students. Further, students will be exposed to both
theory and practices with freedom to develop professional convictions in-
dependently.
Information on eligibility for admission and advisory services may be found
under the Degree Program heading of the Counselor Education Section, page 95.
CURRICULUM - STUDENT PERSONNEL SERVICES
IN HIGHER EDUCATION OPTION
In order to meet the graduation requirements in Student Personnel Services,
the following courses are required or recommended. Minimum 30 credit hours
are required.
Required courses in major area of Student Personnel Services:
SPS 526 Hist, and Administration of Higher Education in USA . 2 s.h.
SPS 527 Student Personnel Services in Higher Education .... 2 s.h.
PROGRAM CURRICULA / 101
STUDENT PERSONNEL SERVICES
SPS 628 Internship in Student Personnel Administration . . 2-4 s.h.
SPS 529 Seminar in Student Personnel Administration 2 s.h.
Required Courses for Degree by department:
Grad 5 16 Statistical Methods 1 2 s.h.
CnLd 533 Evaluation Techniques: Principles 2 s.h.
CnEd 537 Counseling and Consultative Theory (Secondary) ... 2 s.h.
CnEd 541 Supervised Practicum (Secondary) 4 s.h.
Grad 550 Thesis 2-4 s.h.
Electives:
Six semester hours can be chosen in interdisciplinary areas such as,
Educational Psychology, Psychology, Anthropology, Economics, Sociology,
Business or Education.
COURSE DESCRIPTIONS
SPS 526 History and Administration of Higher Education
in the United States 2 s.h.
The fundamental purpose of this course is to highlight the growth and trends
of higher education in the United States with emphasis on the twentieth
century. It reviews the administrative problems and educational issues, touches
on some characteristics of higher education in economic analysis and cost,
financing, level of investment and assessing the returns. The course will identify
some of the administrative problems as related to the legal aspects of higher
education as it affects the University staff, the public and the students with
some court cases reviewed and compared.
SPS 527 Student Personnel Services in Higher Education 2 s.h.
This basic course gives an overview of student personnel work in higher
education, highlighting its history, purposes, organization, philosophy, ethical
values, current and past social and legal issues in institutions of higher learning.
In addition, it gives an overview of the various student services which include
admissions and registration, data processing and scheduling, housing and food
services, career counseling and placement, college unions and student activities,
the sources of financial aid, fraternities and sororities, intramural athletics and
other programs.
SPS 528 Internship in Student Personnel Services 2-4 s.h.
The internship provides practical experience in the following areas of student
personnel service: Dean of Students, Dean of Men, Dean of Women, Housing
Office, Admissions, Registration, Placement, Financial Aid, Student Union, and
related areas. Participating staff will include representatives from the cooperating
staff listed above.
SPS 529 Seminar in Student Personnel Administration 2 s.h.
This is a course designed to review in depth the problems and trends in the
various areas of student personnel service. Research projects are required.
SPS 530 A Seminar on Current Trends in Student Affairs 2 s.h.
This course is designed to study current trends in Student Affairs administra-
tion including new legal aspects, human sexuality, the drug scene, minority
programs, new trends in counseling services, changes in residence hall living,
changing patterns of student financial aid and other areas of current concern.
Each student enrolled in the course will study in depth two areas identified in
the course and will be required to complete a research type project in one of
them.
102 / GRADUATE SCHOOL AT INDIANA
CRIMINOLOGY
William F. Wegener, Chairman
Stuart Katzman, Director of Graduate Studies
Joseph Bogan Mark McNabb
Fred Brown James Shannon
Stanley Cohen Herman Stenger
Victor McGuire
The Criminology Department offers a Master of Arts degree with concentra-
tions in Corrections, Criminal Justice and Law Enforcement. The areas of
concentration are so designed that graduates will be prepared to either
immediately assume responsibilities in appropriate professional settings or
proceed to doctoral level study. Students interested specifically in community
college teaching should enroll in the Master of Arts in Social Science program
with a major in criminology and a minor in another social science discipline. The
department also offers courses open to students following other degree programs
in the graduate school. Law Enforcement Educational Program funds may be
available dependent upon candidate's qualifications.
MASTER OF ARTS IN CRIMINOLOGY
Admission Requirements — In addition to meeting the requirements for
admission to the Graduate School, a student intending to work toward a Master
of Arts in Criminology with a specialization in Corrections, Criminal Justice* or
Law Enforcement will be required to have the following prerequisite profes-
sional preparation:
A. Criminology majors should have a good understanding of the criminal
justice system. Further, each student should have an understanding of the
basic principles of psychology, sociology, and/or cultural anthropology;
each student must have an adequate background in statistics (gross
deficiencies must be eliminated through additional course work prior to
graduation).
B. Applicants should have at least two years of practical experience within
the system of criminal justice.**
*Criminal Justice Program requirements will be satisfied upon the completion of
12 hours in approved graduate-level criminology courses and 12 approved hours
in another discipline. This must be coupled with an approved methods course
and an acceptable thesis (30 hour total).
**ln cases of deficiency in background or experience the student may, with the
permission of the department chairman, eliminate the deficiency by the
acquisition of additional graduate hours in criminology or related fields — a
minimum of 12 semester hours.
Each student admitted to the Graduate Program will be assigned a faculty
adviser who will help plan his program of study. This will enable the student to
develop a personal course of study which best meets his future needs. The M.A.
in Criminology will be awarded at the successful completion of at least 30
semester hours of work (to include core courses and a thesis). In addition, the
candidate's competency in criminology will be tested by a course related
comprehensive wTitten examination and an oral interview.
PROGRAM CURRICULA / 103
CRIMINOLOGY
CURRICULUM FOR THE MASTER OF ARTS IN CRIMINOLOGY DEGREE
Students working for this degree will complete 30 semester hours of work
from the following required and elective courses.
A. Core Courses - 12-13 s.h.
Crmn 501 Criminological Theory 3 s.h.
Crmn 502 Introduction to Criminological Research/oran approved
methodology course in the Social Sciences 2-3 s.h.
Crmn 598 Graduate Readings Course in Criminology 3 s.h.
Grad 550 Thesis 4 s.h.
B. Elective Courses — (18 s.h.: 9 hrs. must be in criminology and directly related
to the candidate's area of concentration and 9 may be taken in related and
approved graduate-level courses.) Following is a list of approved graduate
electives (students must meet individual department requirements for
admission).
Grad: 516 Statistical Methods 2 s.h.
530 Drugs, Society, and the Law
Pol. Sci. 554 Metropolitan Problems 3 s.h,
558 Judicial Process 3 s.h.
559 American Constitutional Law 3 s.h.
Psychology: 533 Psychology of Personality 2 s.h.
534 Abnormal Psychology 2 s.h.
536 Psychology of Learning 2 s.h.
540 Community Psychology and Mental Health 2 s.h.
545 Theory and Techniques of Psychological
Intervention 3 s.h.
546 Principles of Behavior Modification 3 s.h.
558 Social Psychology 3 s.h.
Sociology-
Anthropology: 562 Deviant Behavior 3 s.h.
563 Intergroup Relations 3 s.h.
564 Sociology Seminar 3 s.h.
565 Adolescent in American Society 3 s.h.
593 Science of Culture 3 s.h.
MASTER OF ARTS IN SOCIAL SCIENCE
(See Social Science, page 199, for more complete description)
I. Major in Criminology
Crmn 501 Criminological Theory 3 s.h.
Crmn 502 Introduction to Criminological Research/or an
approved methodology course in the Social Sciences 2-3 s.h.
Grad 510 Community College Teaching Internship 2 s.h.
* Electives in Criminology 9 s.h.
*Electives in Minor Field 10 s.h.
Crmn 598 Graduate Readings in Criminology 3 s.h.
Grad 550 Project or Thesis 0-2 s.h.
U. Minor in Criminology
Grad 510 Community College Teaching Internship 2 s.h.
*Electives in Criminology 8-10 s.h.
*Courses will be selected in consultation with the adviser so that the student
104 / GRADUATE SCHOOL AT INDIANA
fashions a program appropriate for his strengths and weaknesses and relevant to
his occupational choice.
COURSE DESCRIPTIONS
Crmn 501 Criminological Theory 3 s.h.
An intensive review of selected criminological theories; with emphasis on
in-depth understanding of relevant theoretical approaches to crime and
criminally deviant behavior.
Crmn 502 Introduction to Criminological Research/Social
Science 514 or GRAD 515 2-3 s.h.
Analysis of research methodology apropos to study of crime and deviant
behavior. Course structure will emphasize research design and development,
methods of scientific field inquiry, objective evidence, utilization of library
resource materials, and techniques of research presentation. Prerequisite —
CRMN 501.
Omn 503 Seminar on Police Administration 3 s.h.
Innovative techniques of police organization and personnel management
discussed. Review of practical difficulties involved in adapting cybernation,
scientific technology, and advanced personnel administration to existing police
establishment. Prerequisite: CRMN 501 and major status.
Crmn 504 Personnel Recruitment and Selection
in Law Enforcement 3 s.h.
Techniques of man-power recruitment and personnel selection coupled with
in-depth review of police applicant testing procedures. Qualification stipulation,
oral and written examination construction, and elements of background
investigations explored. Prerequisite: CRMN 501 and major status.
Crmn 505 Special Topics: Law Enforcement 2 s.h.
At option of instructor, course will provide in-depth review of significant
police problems, e.g., interdepartmental friction, etc.; may also be utilized to
explore specific social problems and/or deviant behavior which has influence on
administration of police services. Prerequisite: CRMN 501 or permission of
department chairman. Can be taken more than once depending on topic.
TOPICS TO BE CONSIDERED:
Seminar on Crime in American Society
A thorough familiarization with nature and extent of crime problem in
United States with particular attention to statistics of criminality; traditional
white collar and organized crime; and current societal response to contemporary
trends.
Seminar on the Role of Law Enforcement in a Free Society
Detailed review of government's police powers coupled with critical analysis
of structure and function of major investigative and law enforcement agencies at
federal, state, and local level. Resource utilization, inter-departmental coopera-
tion, and breakdown of police isolation stressed with a collateral emphasis on
unity of purpose in professional law enforcement.
PROGRAM CURRICULA / 105
CRIMINOLOGY
Seminar on Constitutional Law: Its Effects on the Administration of Criminal
Justice
Comprehensive analysis of constitutional foundations of contemporary
jurisprudence; major thrust of seminar being a detailed understanding of recent
"landmark" Supreme Court decisions correlative with a practical knowledge
concerning effects of judicial pronouncements on administration of criminal
justice.
Advance Principles of Supervision
An action course designed to acquaint potential supervisor with theoretical
and practical methods of problem solving within a bureaucratic structure; accent
will be practical and problematic situations involving group solutions to
supervisory problems through role-playing and psychodrama. The development
of supportive interpersonal relations and stimulation of personal improvement
through increased reasoning potential will be stressed.
Advanced Public Safety Administration
Explores major elements of public safety administration; emphasis on the
feasibility of police and fire unit consolidation, safety imit coordination at major
disasters, unity of command in the rendering of public safety services, and
practicability of creating an office of Public Safety Director.
Theory: Arrest, Search and Seizure
Theory of arrest, search and seizure: its constitutional basis, its practical
applicability, and its actual implementation. Relevant "landmark" Supreme
Court Decisions will be studied — logic will be reviewed.
Command: Decision Making and the Police Executive
The accent will be on police executive development with the elements of
executive decision making stressed. Role playing and psychodrama will be
utilized to stimulate situations and conditions requiring executive level delibera-
tions.
Organized Crime
Critical evaluation of organized crime in the United States; emphasis on
nature, structure, and social function of La Cosa Nostra. Elements of police
intelligence operation reviewed as an adjunct of the functional analysis of
organized crime.
Organization: The Police Community Relations Unit
Investigation of the purpose, function, and organization of Police-Community
Relations Unit of a police department. Emphasis is on effective public relations
procedures, alternative organizational designs, and circumvention of both police
and community opposition to formulation of the unit.
Seminar in the Control of Deviant Group Behavior
Clinical review of dynamics of intergroup relations, with emphasis on gang
and/or mob behavior. Will explore latest sociological theories concerning group
formation and control, and stress police actions in crisis situations.
Crmn 510 Advanced Seminar on Probation and Parole 3 s.h.
Provides a thought provoking review of functional relationships between
various branches of government and the correctional process, and a thorough
analysis of probation and parole processes and their ancillary components.
Stresses practical problems of client supervision, resource referral, and termina-
106 / GRADUATE SCHOOL AT INDIANA
tion of supervision services. Prerequisite: CRMN 501 and permission of
department chairman.
Crmn 511 Predictive Methods of Probation and Parole 3 s.h.
Gives student actual practice in using behavioral prediction devices. Each
student will have opportunity to develop experimental models and research the
results. CRMN 501 — major status.
Crmn 512 Laboratory in Background Analysis and
Pre-Sentence Report Writing
Will provide background information concerning structure, function, and use
of pre-sentence investigation. Gives practical training in compilation and analysis
of social case histories. Each student, under direct supervision, will develop,
organize and v^ite several pre-sentence investigations. CRMN 501 — major
status.
Crmn 513 Seminar on Crime and Delinquency Prevention 3 s.h.
Exploration of most effective ways of preventing crime and delinquency. Will
stress remedial social action, law enforcement and correctional procedures and
techniques of community arousal and involvement. Prerequisite: CRMN 501 or
permission of department chairman.
Omn 514 Development of Institutional Treatment Services 3 s.h.
In-depth study of institutional treatment methods; including a review of the
most successful approaches to curbing recidivism problem. Will investigate
therapeutic community and milieu management concepts as well as individual
treatment procedures. CRMN 501 — major status.
Crmn 515 Special Topics/Corrections 3 s.h.
At option of instructor, course will provide in-depth review of significant
correctional problems, e.g., interdepartmental friction, etc.; may also be utilized
to explore specific social problems and/or deviant behavior which has an
influence on administration of correctional services. Prerequisite: CRMN 501 or
permission of chairman of department. May be taken more than once depending
on topic.
TOPICS TO BE CONSIDERED:
A Seminar on Corrections
Intensive review and evaluation of the correctional system and its integral
components — probation, institutionalization and parole.
Correctional Administration
A basic delineation of current trends in correctional administration; wUl
emphasize effective techniques of organization and management in correctional
services.
Crime and Its Social Treatment
Elaboration of crucial elements of deviant behavior and review of broad based
community rehabilitation and treatment services; will analyze utilization of
self-help groups, therapeutic communities, half-way houses, community re-
habilitation centers, referral agencies, out patient psychiatric services, etc.
PROGRAM CURRICULA / 107
CRIMINOLOGY
Seminar on Psychological Abnormality and the Correctional Process
Will examine relationship between psychological abnormality and commission
of crimes and/or establishment of criminal careers. Emphasis on severe mental
disturbances — psychopaths, sexual deviants and criminally insane.
Inter-Agency Cooperation and Resource Development
Accent on development of inter-agency cooperation and resource utilization;
will emphasize major referral agencies public and private and familiarize
students with techniques of resource utilization with relation to rehabilitation
and treatment of the offender.
Interviewing Techniques: Correctional Emphasis
Students learn and, under expert supervision, practice advanced techniques of
correctional interviewing. Techniques to be stressed: establishment of rapport,
utilization of empathy, elements of identification, and principles of catharsis and
ventilation.
Group Methods in Corrections
Will emphasize para professional group therapy techniques which are
adaptable to the correctional process. This topic will be developed in conjunction
with the Psychology Department.
Crmn 530 Internship in Criminal Justice 3-6-12 s.h.
Each student placed with a selected criminal justice agency to participate
actively in activities of the unit. Student may earn up to 12 semester hours
credit. Students required to submit an acceptable paper explaining experiences
in the internship program. By appointment only. Majors only.
Crmn 540 Intependent Study in Criminology 3 s.h.
The student, with advice and approval of instructor, researches a significant
problem in Criminology. Subsequent to research, each student will write a
formal paper presenting his findings to the faculty of the Criminology
Department. CRMN 501 — by appointment.
Grad 550 Thesis or Research Project 6 s.h.
With advice and consent of faculty adviser, the student will — prior to
graduation — participate in preparation of a thesis which is related to his subject
matter concentration at the graduate level. Students required to strictly adhere
to scientific method, and present findings in a suitable form.
Crmn 598 Graduate Readings in Criminology 3 s.h.
With faculty supervision, students will read at least six major criminological
texts and participate in a seminar situation for the purpose of discussing the
reading materials, CRMN 501 by appointment.
Grad 510 Community College Teaching Internship 2 s.h.
Designed to prepare community college instructors through an emphasis on
the objectives, materials, techniques, and evaluation of general education
programs in criminology. Prerequisites: Criminology major or minor.
108 / GRADUATE SCHOOL AT INDIANA
EDUCATIONAL PSYCHOLOGY
Anthony A. Angeloni, Chairman
William M. Bahn William J. Leventry
William E. Cutler Bruce A. Meadowcroft
Leonard B. DeFabo John P. Quirk
John J. Hays Mildred N. Shank
Isabel T. Helmrich Joan R. Yanuzzi
SCHOOL PSYCHOLOGIST CERTIFICATION PROGRAM
The School Psychology Program is designed for those individuals who are
seeking certification as Public School Psychologists in the Commonwealth of
Pennsylvania. The objectives of the program are to train competent individuals
who will demonstrate and apply an ability to evaluate and prescribe; have an
understanding of individual and group dynamics; and have an understanding of
the educational system and learning processes.
Certification as a school psychologist is recommended when the indicated
role competencies are demonstrated. The prescribed program usually requires an
equivalent of at least 60 graduate semester hours, after which the granting of a
Certificate of Advanced Study may be recommended. Since a masters is required
before entry into the School Psychology Program is processed an applicant may
consider two basic alternatives to satisfy this requirement. First, the student may
earn a Master of Education degree in Educational Psychology (Pre School
Psychology Major) from this University and as a result satisfy most of the
prerequisite requirements of the School Psychology Program or second, the
student may earn a masters in another area from this University or another
approved institution and then apply for admission to the School Psychology
Program and complete the program competencies.
Candidates for admission to the Certification Program must have a Master's
degree and an Instructional or Specialist certificate from an accredited
institution or have approved educational experiences. The program is designed to
satisfy the necessary competency requirements.
CERTIFICATE OF ADVANCED STUDY IN SCHOOL PSYCHOLOGY
Indiana University of Pennsylvania will issue a Certificate of Advanced Study
in School Psychology to those individuals who have completed a minimum of 60
graduate hours, 30 of which should be approved graduate hours in the University
beyond the master's degree, and have completed their certification program.
Individuals who are approved for the Certification Program in School
Psychology will be recommended for certification by Indiana University of
Pennsylvania as a school psychologist when they have demonstrated a mastery of
required competencies.
ADMISSION
Application for admission to the program is made to the Graduate School
Office. The candidate must first be admitted to the Graduate School. After
admission to the Graduate School, the candidate must secure the School
Psychology Application Packet, which includes specific admission procedures
and gives specific information concerning the Master's degree program and the
Certificate of Advanced Study Program from the Director, School Psychology
Program, Davis Hall, Indiana University of Pennsylvania, Indiana, Pa., 15701.
Questions concerning the program should be addressed to the Director.
Following application, an adviser will be assigned and may be contacted at any
time to answer further questions. No course work may be scheduled without the
adviser's approval.
PROGRAM CURRICULA / 109
EDUCATIONAL PSYCHOLOGY
The Graduate Record Examination, including Education, must be taken by
all candidates before final approval is granted by the School Psychology
Committee. Tentative approval is given at initial entry and final approval after
taking approved prerequisite courses.
Candidates will be selected on the basis of the education and experience
record, letters of recommendation, personal interview, and revealed potential as
a School Psychologist and a professional in education.
COURSE SELECTIONS
MASTER OF EDUCATION IN EDUCATIONAL PSYCHOLOGY
(Pre School Psychology Major)
Sem. Hrs.
EdPsy 504 Educational Psychology II (or)
EdPsy 578 Learning 2
EdPsy 518 Interpretation of Educational and
Psychological Tests (or) 2
CnEd 533-
534 Evaluative Methods in Guidance I and II (4 s.h.)
Pupil Adjustment (or) 2
Community Psychology and Mental Health
(3 s.h.)
Behavior Problems 2
Psychology of Childhood Education II (or)
Psychology of Adolescent Education II 2
Psychology of the Exceptional Child 2
Psychology of Personality 2
Philosophy and Principles of Guidance (or)
Case Study Techniques 2
Social Foundations of Education 2
Elements of Research 2
Statistical Methods I 2
Grad 550 Thesis 2-4
Approved electives (approved by the School Psychology Committee) 6
EdPsy
580
Psy
540
EdPsy
576
EdPsy
572
EdPsy
573
SpEd
531
Psy
533
CnEd
531
CnEd
535
FdEd
513
Grad
515
Grad
516
Master of Education Total 30
CERTIFICATE OF ADVANCED STUDY PROGRAM
Master's Degree 30
EdPsy 5 1 2 Individual Evaluation I 4
EdPsy 513 Individual Evaluation II 4
EdPsy 521 Learning Disabilities (or) 2
SpEd 566 Education of Children with Learning
Disabilities
EdPsy 550 *Intemship I 12-14
EdPsy 562 Counseling and Psychotherapy 2
EdPsy 563 Projective Techniques I 2
Psy 534 Abnormal Psychology 2
Approved electives (approved by the School Psychology Committee) 2
Certificate of Advanced Study Total 60
(Other courses may be approved by the School Psychology Committee to satisfy
competency requirements.)
♦Additional internship hours may be required to satisfy competency require-
ments.
110 / GRADUATE SCHOOL AT INDIANA
COURSE DESCRIPTIONS
EdPsy 501 Special Topics in Educational Psychology 2 s.h.
Designed for those students who wish to do independent research in special
areas. Prerequisite: Department Chairman Permission.
EdPsy 504 Educational Psychology II 2 s.h.
An upward extension of Educational Psychology with a systematic review of
current research and learning theory with emphasis on classroom application.
EdPsy 512 Individual Evaluation I 4 s.h.
Individual testing and professional competency in Binet and related scales of
intelligence and includes techniques of report writing, professional role studies,
and communication procedures. Prerequisite: For approved School Psychologist
candidates.
EdPsy 513 Individual Evaluation II 4 s.h.
Individual testing and professional competency in the Wechsler Scales, Bender
Gestalt, Vineland Social Maturity, Wide Range Achievement and other pertinent
tests. Prerequisite: EdPsy 512 — For approved School Psychologist candidates.
EdPsy 518 Interpretation of Educational and Psychological Tests 2 s.h.
Designed to provide the individual with the information necessary to
understand, evaluate, and interpret the results of educational and psychological
tests accurately and meaningfully.
EdPsy 521 Learning Disabilities 2 s.h.
Designed to help individuals recognize and diagnose a child's learning abilities
and specific disabilities; understzind the remediation process; and be able to
make meaningful judgments.
EdPsy 550 Internship I 2-12 s.h.
Extensive supervised experiences in psychometric, diagnostic, therapeutic and
remediation techniques and processes. Prerequisite: EdPsy 513 — For approved
School Psychologist candidates.
EdPsy 551 Internship II 2 s.h.
Clinical and field experience with severely mentally and physically handi-
capped and emotionally disturbed children. Prerequisite: EdPsy 550 — For
approved School Psychologist candidates.
EdPsy 562 Counseling and Psychotherapy 2 s.h.
A systematic study of the major techniques of counseling and psychotherapy,
the application in school and clinical settings, counselor limitations and ethical
standards.
EdPsy 563 Projective Techniques I 2 s.h.
An introduction to various projective techniques currently used. Prerequisite:
For approved School Psychologist candidates.
EdPsy 564 Projective Techniques II 2 s.h.
Continued application and skill development of projective techniques giving
specific administration techniques with interpretation of data. Prerequisite: For
approved School Psychologist candidates.
EdPsy 571 Group Dynamics in Education 2 s.h.
A systematic study of the application of the principles of group dynamics to
educational settings. Training will be given in group formation and process,
leadership design, and relevant techniques.
PROGRAM CURRICULA / 111
EDUCATIONAL PSYCHOLOGY
EdPsy 572 Psychology of Childhood Education II 2 s.h.
Studies the relationship which physical, social, emotional, and intellectual
development have on the theory and practice of childhood and prc-adolescent
education.
EdPsy 573 Psychology of Adolescent Education II 2 s.h.
Concerned with the study of the significant characteristics of adolescence,
understanding the role of cultural influences on the formation of behavior, and
the development of more preventive practices in the educational setting.
EdPsy 576 Behavior Problems II 2 s.h.
Explores the behavior problems encountered in classroom situations and gives
causes, characteristics and some remedial techniques.
EdPsy 578 Learning 2 s.h.
Explores learning theories and educational application in working with
learning problems in the classroom.
EdPsy 580 Pupil Adjustment 2 s.h.
Considers human adjustment and mental health in relation to causative
factors and explores the dynamics of personal and interpersonal relationships.
112 / GRADUATE SCHOOL AT INDIANA
ELEMENTARY EDUCATION
Robert L. King, Chairman
Ronald L. Baker P. David Lott
Dennis A. Bartha Donald C. McFeely
Alice Louise Davis Robert E. Millward
Betty Davis Edward R. Mott
Alberta R. Dorsey James B. Reilly
Ralph M. Glott Joseph S. Rizzo
Joseph A. Kazamek Alvin J. Stuart
Jack Kuhns George D. Zepp
The Elementary Education Master's curriculum is designed to assist the
graduate student to broaden or strengthen his background in academic areas and
in professional education. The graduate student may elect one of several
specialized fields for study, including curricula in general education, early
childhood education, and reading. If courses are carefully selected in the general
elementary education curriculum, a concentration in areas such as language arts,
social studies, mathematics or science can be achieved. A graduate student may
exercise much freedom in designing his program.
At the Master of Education level, the student is assigned to an advisor as soon
as he is admitted to the Graduate School. At this time, the student and advisor
outline a tentative graduate program. (Note that Grad 515, Elements of
Research, should be taken during the first ten hours of graduate work.)
Acceptance into the Graduate School permits a student to take course work
in a department. If a student wishes to become a degree candidate, he must
complete the Application to Candidacy form and forward this form to the
Graduate School after having successfully completed six hours of course work in
the department.
MASTER OF EDUCATION DEGREE IN ELEMENTARY EDUCATION
Students working toward a Master's degree in Elementary Education should
complete 30 hours of work in accordance with the following divisions:
I. Professional Studies — select a minimum of 12 semester hours. Course work
may be selected from a number of courses including the following:
ElEd 500 Basic Foundations of Reading Instruction 2 s.h.
ElEd 501 Diagnosis and Remediation of Reading Disabilities .. 2 s.h.
ElEd 531 Curriculum Problems in Elementary Education .... 2 s.h.
ElEd 532 Systematic Observation of Classroom Behavior .... 3 s.h.
ElEd 541 Special Problems in Elementary Social Studies 2 s.h.
ElEd 542 Mathematics in the Elementary School 2 s.h.
ElEd 543 Resource Materials in Elementary Science 2 s.h.
ElEd 544 Recent Trends in Elementary Language Arts 2 s.h.
ElEd 545 Experimental Studies in Art Education 2 s.h.
ElEd 546 Modem Procedures and Skills in Elementary Music . 2 s.h.
ElEd 547 Resource Material in Children's Literature 2 s.h.
ElEd 548 Creativity and the Elementary School Child 2 s.h.
ElEd 550 The Community and the Elementary School 2 s.h.
ElEd 551 Recent Innovations in Elementary Education 2 s.h.
ElEd 552 Evaluating the Elementary School 2 s.h.
ElEd 553 Supervision and Improvement of Instruction
in the Elementary School 2 s.h.
ElEd 554 Administration of the Elementary School 3 s.h.
ElEd 555 Recent Trends in Human Development and Learning 2 s.h.
ElEd 556 School Administration 3 s.h.
ElEd 557 Elementary School Personnel Administration 3 s.h.
PROGRAM CURRICULA/ 113
ELEMENTARY EDUCATION
ElEd 558 School Law and Negotiations 3 s.h.
*ElEd 577 Supervised Internship 3-6 s.h.
*EIEd 578 Seminar in Elementary Education Internship .... 3-6 s.h.
*ElEd 579 Independent Study in Elementary Education 3 s.h.
*ElEd 580 Seminar in Advanced Research 3 s.h.
SE 531 Psychology of the Exceptional Child 2 s.h.
EdPsy 580 Studies in Pupil Adjustment 2 s.h.
Psy 540 Community Psychology and Mental Health 3 s.h.
*To be scheduled by doctoral candidates only with permission.
II. General Studies — Courses in this area should be selected after consulting
with your advisor in Elementju-y Education. Courses in professional studies
should not be selected in this zu-ea.
III. Foundations of Education — 2 semester hours of work to be selec^ted from
the following courses:
FdEd 511 Historical Foundations of Education 2 s.h.
FdEd 512 Philosophical Foundations of Education 2 s.h.
FdEd 513 Social Foundations of Education 2 s.h.
IV. Research Requirement — Either a research project or a research thesis will be
required to satisfy the research requirement. A research thesis will permit a
student to receive graduate credit (2-4 hours) toward the Master's degree. The
student should schedule Grad 550, Thesis, during the semester in which the
thesis is being written. Grad 550 may be scheduled from 2 to 4 semester
hours. If a project is selected to meet the research requirement, no graduate
course needs to be scheduled and no graduate credit is received.
V. Research Techniques — The following course is required: The Elementary
Education Section of Elements of Research, Grad 515 (2 s.h.) should be
scheduled early in the student's program.
MASTER OF EDUCATION DEGREE IN ELEMENTARY EDUCATION
WITH SPECIALIZATION IN EARLY CHILDHOOD EDUCATION
For graduate students who wish to specialize in Early Childhood Education, a
program of studies is designed to provide educational experiences which meet
the needs of persons seeking competencies and subsequent certification toward
Early Childhood Education Specialist. Afternoon, evening, Saturday, and
summer session courses are offered for those students who are employed
full-time in the education profession.
A minimum of 30 semester hours is required for the degree and certification
as Early Childhood Specialist. In the event that the interviewing committee finds
the student to be proficient in a required course or courses in the Professional
Studies unit, the student will be permitted to elect another course or courses in
the Professional Studies unit. Some students may have to schedule additional
semester hours to reach the required level of competency. With the guidance of
the adviser, the student may elect to write a thesis or a research project.
1. Professional Studies — Early childhood education and related subject matter.
Minimum Hrs. Required: 14
*ElEd 555 Advanced Child Development and Learning 2 s.h.
* ElEd 560 Early Childhood Study Techniques and Resources . . 2 s.h.
* ElEd 561 Early Childhood Philosophy and Principles 2 s.h.
* ElEd 562 Early Childhood Curriculum and Materials 2 s.h.
* ElEd 563 Early Childhood Assessment Tools and
Evaluative Techniques 2 s.h.
*ElEd 564 Early Childhood Field Study Experiences 2 s.h.
ElEd 554 Administration of the Elementary School 2 s.h.
114 / GRADUATE SCHOOL AT INDIANA
ElEd 553 Supervision and Improvement of Instruction in
the Elementary School 2 s.h.
LRes 540 Preparation of Learning Resources 2 s.h.
ElEd 550 The Community and the Elementary School 2 s.h.
ElEd 548 Creativity and the Elementary School Child 2 s.h.
II. General Studies — Minimum Hrs. Required: 6
Art 510 Art and the Exceptional Child 2 s.h.
Ed 522 Principles and Practices in Speech Improvement .... 2 s.h.
HE 540 Applied Human Nutrition 2 s.h.
HE 521 Problems in Family Living 2 s.h.
PolS 554 Metropolitan Problems 3 s.h.
Soc 563 Intergroup Relations 3 s.h.
Anth 591 Studies in Anthropology 3 s.h.
HPe 521 Advanced Seminar in Health and Safety 2 s.h.
HPe 530 Workshop in Community-School-Health Education . 2 s.h.
III. Psychology — Minimum Hrs. Required: 4
SE 531 Psychology of the Exceptional Child 2 s.h.
Psy 534 Abnormal Psychology 2 s.h.
*Psy 536 Psychology of Learning 2 s.h.
Psy 540 Community Psychology & Mental Health 3 s.h.
SE 538 Psychology of the Gifted Child 2 s.h.
SE 539 Psychology of the Mentally Retarded Child 2 s.h.
IV. Foundations of Education — Minimum Hrs. Required: 2
FdEd 511 Historical Foundations of Education 2 s.h.
FdEd 512 Philosophical Foundations of Education 2 s.h.
FdEd 513 Social Foundation of Education 2 s.h.
V. Educational Research — Minimum Hrs. Required: 4
*Grad 515 Elements of Research 2 s.h.
Grad 550 Thesis (or Research Project) 2 s.h.
* Required Course
INTERNSHIP IN ELEMENTARY EDUCATION
For a limited number of Elementary Education graduates Indiana University
of Pennsylvania is providing an internship program leading to the Master of
Education degree.
The participant must first complete a Bachelor's degree in Elementary
Education and hold a teaching certificate. He vk'ill enroll for a full summer of
graduate study. During the following academic year he will spend one semester
as a full-time professional teacher in a selected school system; during the other
semester he will be a full-time graduate student on the Indiana campus. The
second semester will be spent in completing the Master of Education
requirements.
While the teacher is employed as a full-time professional teacher in selected
school system, he will have conferences on his professional work progress with a
specialist from the University in which there will be a review of his work as a
teacher. The (intern) teacher will be paid by the school district for one-half year
at the usual rate for a professional teacher in that position.
The course work taken during the two summer sessions and the one full
semester will meet the requirements for the Master of Education degree in
elementary education and will fulfill permanent certification requirements.
For information regarding the fifth-year internship program for the Master's
degree in elementary education interested persons should write to Chairman of
the Elementary Education Department, Indiana University of Pennsylvania,
Indiana, Pennsylvania 15701.
PROGRAM CURRICULA / 115
ELEMENTARY EDUCATION
ELEMENTARY EDUCATION SPECIALIST PROGRAM
The Elementary Education Specialist Program requires two years of study
beyond the Bachelor's degree and affords the student an opportunity to prepare
in depth for a variety of positions in education.
This program assumes that a student will have completed the requirements
for a Master's degree in elementary education in an accredited graduate
institution. Any student interested in pursuing study in the specialist program
should file a letter of intent in which he would state his professional goals.
Applicants will be screened for admission to the program by members of the
graduate faculty in the Department of Elementary Education.
The Elementary Education Specialist Program is intended to be a terminal
program and is not designed to lead to further graduate study toward the
doctoral degree. Those who complete approved programs of graduate study,
such as this one, preparing for responsibilities of supervising and directing the
activities of professional employees, and who have the necessary prerequisites of
experiences, may be issued a provisional supervisory certificate for such a
position in the schools of the Commonwealth.
The Elementary Education Specialist Program will require 60 semester credit
hours of graduate level work with 30 credit hours being the maximum number
of hours to be accepted by transfer toward the meeting of the requirements for
this program. Included in the total 60 credit hour program should be:
a. Four courses (or eight hours) in Elementary Education Curriculum and
Supervision
b. Four courses (or eight hours) in one special field of concentration
c. All students must schedule the course ElEd 579 — Independent Study in
Elementary Education. For this course the student will prepare a proposal
for a study on some practical aspect of education. The proposal for this
independent study must be approved by the student's advisor prior to the
semester in which the student will register for credit for this course.
The student, with the guidance of his advisor will plan a program of courses
designed to fulfill his professonal goals. Such courses may be selected from the
total offerings of the University. The flexibility of the Elementary Education
Specialist Program enables students to plan:
a. Course selection to build competency in a given teaching area for purposes
of gaining background for curriculum development, supervision or
instructional improvement in that teaching area.
b. Course selection intended to provide a broad base of curricular experience
in all teaching areas.
c. Course selection for completing requirements for permanent certification
in certain areas.
Experience has shown that students who have completed this program have
been able to obtain employment in various professional positions such as those
of elementary curriculum coordinator or director of elementary education.
THE DOCTORATE IN ELEMENTARY EDUCATION
The program leading to the Doctor of Education degree in Elementary
Education is designed for those who wish to teach at the college or university
level or who desire to work in a teaching, supervisory, or administrative capacity.
A candidate for this degree is expected to acquire a broad knowledge of
various aspects of education, and to demonstrate through the completion of an
acceptable dissertation the ability to conduct an independent investigation of a
topic approved by the department.
The first step in a student's program is to seek admission to course work
beyond the Master's degree. After the student has completed 8 hours and prior
116 / GRADUATE SCHOOL AT INDIANA
to 16 hours of advanced work at Indiana, he can apply for candidacy. To
become a candidate a student must meet the requirements of the Graduate
School and the Department of Elementary Education. Applicants may be
reviewed on the basis of acceptable scores on the Graduate Record Examination,
performance in course work, professional recommendations, and successfully
passing a written and an oral examination administered by the department.
After admission to candidacy the student will be assigned to a dissertation
committee. This committee will assist the student in preparing a final plan of
study. The comprehensive examination will be scheduled upon the recommenda-
tion of the dissertation committee near the end of course requirements and prior
to registering for Grad 650 — dissertation credits. This examination will be both
written and oral and will include a major and a second concentration field.
No specific number of course credits entitles a student to the degree, but a
minimum of 60 hours of course credit, exclusive of research credits, must be
earned beyond the Bachelor's degree.
Statistics and computer science are required to complete the research area of
study. However, foreign language may be substituted as an option.
A supervised internship and a period of residency will be required of all
candidates for this degree. Ordinarily the internship will consist of working for a
semester or a summer in an educational experience unlike one already
experienced by the candidate.
A complete description of the Doctor of Education program in Elementary
Education can be obtained from the Department of Elementary Education,
Davis Hall.
COURSE DESCRIPTIONS
ElEd 531 Curriculum Problems in Elementary Education 2 s.h.
The curriculum will be studied in relation to local needs and resources.
Special attention will be given to contemporary forms of organization and
procedures for curriculum development. A student will concentrate his studies
on a specific problem of area interest.
EIEd 532 Systematic Observation of Classroom Behavior 3 s.h.
Students will learn how to code classroom verbal interaction through actual
demonstration, video-tapes, and audio recordings. The course will emphasize
various teaching strategies, monitoring verbal interaction, and supervisory
sessions. Although the course is designed for elementary majors, provisions can
be made to enroll students from other departments.
EIEd 541 Special Problems in Elementary Social Studies 2 s.h.
The content of the social studies in the elementary school as it contributes to
world understanding and the American cultural heritage will be included. Each
student will concentrate his studies on a special problem or area of interest.
EIEd 542 Mathematics in the Elementary School 2 s.h.
An overview of the development of mathematics as a part of the elementary
school curriculum will be presented. It will emphasize curriculum development
based upon research in mathematics, special problems in teaching of mathe-
matics and the literature which should be known to a teacher of mathematics.
Prerequisite: The Teaching of Mathematics. (Mathematics Staff)
EIEd 543 Resource Materials in Elementary Science 2 s.h.
Designed to give the elementary teacher experience with the literature,
equipment and materials used in teaching science in the elementary school.
Emphasis will be placed on the overlying philosophy and use of materials of the
following current national curriculum programs. (1) Science A Process Approach
(SAPA), (2) Elementary Science Study (ESS), (3) Science Curriculum Improve-
ment Study (SCIS).
PROGRAM CURRICULA / 117
ELEMENTARY EDUCATION
ElEd 544 Recent Trends in Elementary Language Arts 2 s.h.
Deals with trends, problems, and recent contributions of research in the
language arts. Areas will include elementary English, spelling, penmanship, and
children's literature. Each student will concentrate his studies on a special
problem or area of interest.
ElEd 545 Experimental Studies in Art Education 2 s.h.
Teachers will undertake art experiences in various media as they are adapted
to the provision of art experiences for the child. Emphasis will be pla( ed on the
stages of growth, type of motivation, and ways of administering stimuli. The
class will study the exceptional child to learn to recognize and encourage
evidences of art potential as well as wholesome self-expression. (Art Staff)
ElEd 546 Modern Procedures and Skills in Elementary Music 2 s.h.
Provides elementary teachers with new developments and techniques recom-
mended for music education. (Music Staff)
ElEd 547 Resource Materials in Children's Literature 2 s.h.
Concerned with the selection and evaluation of children's literature as a
resource for teaching and learning. Although traditional and modern literature in
prose and poetry will be considered, much emphasis will be given to non-fiction.
Ways will be studied to use these materials in the elementary school program.
ElEd 548 Creativity and the Elementary School Child 2 s.h.
Explores ways to uncover creative abilities in children and techniques to
direct these energies in the classroom situation. The role of the teacher as the
developer of these abilities will be stressed.
ElEd 550 The Community and the Elementary School 2 s.h.
Principles and practices of developing and maintaining good school-
community relationships, communications media, and the use of lay personnel.
The use of resource persons and the community itself as aids to enrichment will
be reviewed.
ElEd 551 Recent Innovations in Elementary Education 2 s.h.
Students will study newer trends in classroom procedure, equipment, and
materials as well as problems involved in the improvement of instruction. When-
ever possible laboratory sessions will be held to demonstrate and use recently
developed materials. Field trips may be used.
ElEd 552 Evaluating the Elementary School 2 s.h.
Concerned with the evaluation of the elementary school, its curriculum, the
professional and non-professional staff, and the community as an educational
agency. Emphasis will be on self-evaluation. Evaluation will be directed in terms
of established educational objectives.
ElEd 553 Supervision and the Improvement of
Instruction in the Elementary School 2 s.h.
Deals with principles and techniques of supervision in the elementary school.
Objectives of the program and the role of the supervision must be defined. The
personal help of the supervisor and the management of equipment and personnel
will aim toward the improvement of instruction.
ElEd 554 Administration of the Elementary School 2 s.h.
Principles and techniques of elementary school administration. Leadership
qualities, training and experience background, and human relationship qualities
will be reviewed. The administrator will be viewed as a leader of teachers,
children, non-professional staff and the community to develop and maintain the
best educational plant possible.
118 / GRADUATE SCHOOL AT INDIANA
ElEd 555 Recent Trends in Human Development and Learning 2 s.h.
Concerned with the recent literature and experimental works in the field of
learning. Studies will be limited to the preschool and elementary school child.
Characteristics of the learner, the learning situation and motivation will be
stressed.
ElEd 556 School Administration 3 s.h.
This course is the basic course in school administration. It is intended to serve
as a general introduction to the principles and practices of school administration
for the student who aspires to a supervisory or administrative position in the
public schools. It will survey the administrative field in public education,
including an analysis of types of positions, certification requirements, and
administrative functions.
ElEd 557 Elementary School Personnel Administration 3 s.h.
This course is designed to provide background for potential principles and
supervisors in matters pertaining to the functions of the various types of
personnel employed in the elementary school. Knowledge of organizational
practices for proper and effective utilization of personnel and recognition of the
administrator's role in providing services to both staff and pupils are emphasized.
ElEd 558 School Law and Negotiations
This course is designed to give persons engaged in education an understanding
of legal principles as they pertain to the functions of personnel in the public
school system. The course includes a study of statutory enactments, a review of
court actions through case studies, and an analysis of collective negotiation laws
and cases as they pertain to the profession.
ElEd 560 Early Childhood Child Study Techniques and Resources 2 s.h.
Designed to help students become familiar with the scientific method of
studying children between the ages of three through eight years, inclusive.
Through studying one child in depth, the student learns to observe, record, and
analyze pertinent information in order to make multiple hypotheses, and to
suggest ways to help children toward positive self-development. It is the
responsibility of the student to select and have one child available as a subject
for in-depth study.
ElEd 561 Early Childhood Philosophy and Principles 2 s.h.
Introduces the student to the philosophy and historical background of
pre-school through primary education (ages three through eight years, inclusive)
and their influences on current children programs and research.
ElEd 562 Early Childhood Curriculum and Materials 2 s.h.
The curriculum patterns of early childhood (ages three through eight years,
inclusive) programs, materials available, and program planning for optimal
development of children and space available. Current programs, their financial
sources, and budgeting procedures will be included.
ElEd 563 Early Childhood Assessment Tools and
Evaluation Techniques 2 s.h.
Designed to introduce tests for the assessment of the young child (ages three
through eight years, inclusive) in the areas of perception, concept development,
self-inventories, general intellectual ability, and readiness. Several achievement
and diagnostic tests of academic ability will be studied. The student will have an
opportunity to test, evaluate, and implement a program for the young child on a
general introductory level not requiring in-depth study.
ElEd 564 Early Childhood Field Study Experiences 2 s.h.
Designed to give direct observation and participation of the teaching in
nursery-kindergarten, federal, state, or local supported early childhood pro-
PROGRAM CURRICULA / 119
ELEMENTARY EDUCATION
grams. Seminar sessions will be designed to study appropriate programs with
immediate application in a classroom. Close supportive relationships with
parents and community will be stressed with a program devised suitable to that
classroom.
EIEd 577 Supervised Internship 3-6 s.h.
The students selected for this program receive continuing individualized
guidance and supervision from an intern consultant during their semester of
internship.
(Registration only by permission of Graduate Committee.)
EIEd 578 Seminar in Elementary Education Internship 3-6 s.h.
Consultants who are specialists in their fields will be invited to discuss with
interns problems related to their intern teaching or work experience.
(Registration only by permission of Graduate Committee.)
EIEd 579 Independent Study in Elementary Education 3 s.h.
Students will select one or more topics which are of critical importance in
Elementary Education and will meet the staff members for independent reading,
study, analysis, and evaluation.
(Registration only by permission of Graduate Committee.)
EIEd 580 Seminar in Advanced Research 3 s.h.
Enrollment will be by special application only and will be limited to the
advanced post-master's student. Most work will be on an individual or small
seminar basis with staff and will be concerned with readings, research, and
evaluation of proposed research.
120 / GRADUATE SCHOOL AT INDIANA
ENGLISH
Craig G. Swauger, Chairman
William F. Grayburn, Director of Graduate Studies
Edward L. Anderson James R. Green
William W. Betts, Jr. Richard A. Hazley
Lorrie J. Bright Jackson Heimer
R. Morrison Brown Raymona E. Hull
Frank T. Como Lawrence A. lanni
David M. Cook Dorothy F. Lucker
Harry E. Craig Donald S. McClure
BobJ.Curey John J. McManmon
John A. Davis Anthony J. Nania
Malcolm Day Margaret Omrcanin
James M. DeGeorge Maurice L. Rider
Donald G. Eisen Helena M. Smith
Robert W. Ensley Ford H. Swigart
John R. Freund Raymond L. Thomas
James L. Gray David L. Young
A candidate for a Master's degree in English may choose a program leading to
either the Master of Education or the Master of Arts. The choice will depend on
the background of the candidate and his purpose in pursuing graduate study.
Both programs share a common aim of increasing the candidate's knowledge of
English language and literature and introducing him to the discipline of advanced
study.
After a student is admitted to the graduate school he will be assigned an
advisor who will consult with him about the scheduling of courses. He should
apply for candidacy before 12 credits have been earned.
I. Research Requirements
Candidates for both the Master of Arts and the Master of Education degrees
in English will enroll in Eng 510 (Bibliographical Methods in English - 2 hrs.), as
a first or a very early course in their degree programs.
A thesis is required of all Master of Arts candidates, who will register for from
2-4 semester hours of Grad 550. The thesis proposal will be reviewed by a
departmental committee assigned by the director of graduate studies. After
approval, the candidate will write the thesis under the direction of his thesis
committee chairman and present himself for an oral examination after it has
been completed.
A Master of Education degree candidate may choose to satisfy the research
requirement by a thesis under the same conditions as those for the Master of
Arts degree, or he may choose to submit a Research Project — or a two-credit,
non-committee thesis — approved by the Director of Graduate Research and a
project chairman.
II. Subject Matter Concentration
The following list of courses will provide the content studies for programs in
both the Master of Education and the Master of Arts degrees.
From this list the M.A. candidates will choose from 18-24 hours; the M.Ed,
candidates will choose from 16-20 hours, depending on the options elected for
research, professional studies, or related studies.
PROGRAM CURRICULA / 121
ENGLISH
Courses numbered "600" are seminars designed for the student who has some
experience in graduate study. Students working for the M.A. or M.Kd. degree are
encouraged to schedule "600" courses to help meet subject-matter requirements.
Seminars may be scheduled more than once, because subject matter will change
with each offering of the course.
Eng 512 American English Grammar 3 s.h.
Eng 513 The English Language from
the Beginnings to 1500 3 s.h.
Eng 514 The English Language since 1500 3 s.h.
Eng 515 Shakespeare I 3 s.h.
Eng 516 Shakespeare II 3 s.h.
Eng 517 Elizabethan Drama 3 s.h.
Eng 520 Old English Literature 3 s.h.
Eng 521 Modern European Fiction 3 s.h.
Eng 522 Chaucer 3 s.h.
Eng 525 The Early English Drama 3 s.h.
Eng 527 Restoration and Eighteenth Century Drama 3 s.h.
Eng 528 Milton 3 s.h.
Eng 532 Colonial American Literature 3 s.h.
Eng 534 Types of the Novel 3 s.h.
Eng 535 Criticism 3 s.h.
Eng 536 Middle English Ballads, Lyrics, and Romances 3 s.h.
Eng 537 Modern American Fiction 3 s.h.
Eng 539 The Metaphysical Poets 2 s.h.
Eng 540 Twentieth Century American Drama 3 s.h.
Eng 541 The Rise of American Regionalism 3 s.h.
Eng 543 The British Novel of the Eighteenth Century 3 s.h.
Eng 544 The Psychology of Language 3 s.h.
Eng 545 The Age of Pope 3 s.h.
Eng 546 The Age of Johnson 3 s.h.
Eng 547 Romantic Prose and Poetry 3 s.h.
Eng 548 Victorian Prose and Poetry 3 s.h.
Eng 551 Twentieth Century British Novel 3 s.h.
Eng 552 Twentieth Century British Drama 3 s.h.
Eng 553 The American Renaissance 3 s.h.
Eng 554 Contemporary American and British Poetry 3 s.h.
Eng 555 Realism in American Fiction 3 s.h.
Eng 556 Modem British Poetry 2 s.h.
Eng 557 Modern American Poetry 2 s.h.
Eng 561 Tragic Themes of Classic Drama 3 s.h.
Eng 562 Epic and Lyric Poetry of the Classical Period 3 s.h.
Eng 565 The Faust Literature 2 s.h.
Eng 567 Literary Britain 3-6 cr.
Eng 570 Major Writers: Hawthorne and Thoreau 2 s.h.
Eng 571 Major Writers: Faulkner and Hemingway 2 s.h.
Eng 572 Major Writers: Thomas Hardy 2 s.h.
Eng 573 Major Writers: Whitman 2 s.h.
Eng 574 Major Writers: Poe 2 s.h.
Eng 575 Major Writers: Henry James 2 s.h.
Eng 576 Major Writers: Joseph Conrad 2 s.h.
Eng 577 Major Writers: Emerson 2 s.h.
Eng 578 Major Writers: Edmund Spenser 2 s.h.
Eng 579 Major Writers: Alexander Pope 2 s.h.
Eng 580 Major Writers: Samuel Johnson 2 s.h.
Eng 581 Major Writers: Jonathan Swift 2 s.h.
Eng 582 Major Writers: Wordsworth and Coleridge 2 s.h.
Eng 583 Major Writers: Byron, Keats, and Shelley 2 s.h.
Eng 584 Major Writers: Tennyson and Browning 2 s.h.
Eng 585 Major Writers: Charles Dickens 2 s.h.
122 / GRADUATE SCHOOL AT INDIANA
Related Studies
The M.A. candidate may apply a maximum of six hours in a single related
field (such as history, philosophy, psychology or other areas approved by his
advisor) toward satisfying his requirement of 18-24 hours of subject-matter
courses (see II above).
DOCTOR OF PHILOSOPHY
The program leading to the Doctor of Philosophy degree in English and
American literature is designed for those who wish to teach at the college or
university level. A candidate for this degree is expected to acquire a broad
knowledge in limited areas of study, and show through the completion of an
acceptable dissertation the ability to conduct an independent investigation of
a topic approved by the department. To become a candidate the applicant
must meet all the Graduate School requirements for candidacy, as well as the
special requirements of the English department. Admission to course work
beyond the Master's degree does not constitute admission to candidacy for the
Ph.D. program. No specific number of course credits entitles a student to the
degree, but a minimum of 60 semester hours of credit, exclusive of research
credits, must be earned beyond the Bachelor's degree. Applications for can-
didacy will be reviewed by a departmental candidacy committee after eight hours
of graduate credit have been earned beyond the Master's degree and before
16 hours have been completed. The applicant must pass a written candidacy
examination based on a departmental reading list. In determining whether or not
an applicant should be accepted as a candidate for the degree of Doctor of
Philosophy, the committee will consider his performance on the candidacy
examination, his scores on the Graduate Record Examination, and his per-
formance in course work.
The foreign language requirements for Ph.D. candidates in English must be
completed before the comprehensive examination. For those candidates who do
not satisfy this requirement by course work, the Education Testing Service
administers examinations in French, German, Russian and Spanish. All other
language examinations (and in special cases those in French, German, Russian,
and Spanish) are administered by the Foreign Languages Departments of the
University.
Candidates must demonstrate the capacity to teach effectively, either in the
departmental teacher-internship program, or through other acceptable teaching
experience. English 696 is required of all candidates.
On application for candidacy, the candidate will be assigned to a dissertation
committee who will help the candidate prepare a plan of study for a com-
prehensive examination, which will be offered after the candidate has completed
one and one-half years of study. The comprehensive examination will be taken
on the recommendation of the dissertation committee near the end of course re-
quirements and before registering for Grad 650, dissertation credits. For the
comprehensive examination the candidate will be premitted to select three areas
of his choice from eight areas of examination: English Linguistics; British Liter-
ature — Beginnings to 1500; Renaissance (1500-1660); Restoration and 18
Century (1660-1800); 19th Century (1800-1870); Modem British Literature
(from 1870); American Literature to 1870; Modern American Literature(from
1870). At least two graduate courses are required in each of the above
designated areas which he does not select for his examination.
On approval of the dissertation committee, a candidate may take as many as
15 graduate hours of course work in a minor field in support of his major
research interest.
A complete description of the Ph.D. program in English can be obtained from
the English Department or from the Graduate School.
Eng
586
Eng
587
Eng
588
Eng
589
Eng
590
Eng
591
Eng
592
Eng
593
Eng
600
Eng
610
Eng
620
Eng
630
PROGRAM CURRICULA / 123
ENGLISH
Major Writers: D. H. Lawrence 2 s.h.
Major Writers: W. B. Yeats 2 s.h.
Major Writers: G. B. Shaw 2 s.h.
Major Writers: Herman Melville 2 s.h.
Major Writers: Mark Twain 2 s.h.
Major Writers: Frost and Robinson 2 s.h.
Major Writers: 1. S. Eliot 2 s.h.
Major Writers: Fitzgerald and Lewis 2 s.h.
Seminar in British Literature to 1500 3 s.h.
Seminar in British Literature
Renaissance (1500-1600) 3 s.h.
Seminar in Shakespeare 3 s.h.
Seminar in British Literature Restoration
and Eighteenth Century (1600 to 1800) 3 s.h.
Eng 640 Seminar in British Literature —
Nineteenth Century (to 1870) 3 s.h.
Eng 660 Seminar in Modern British Literature
(from 1870) 3 s.h.
Eng 670 Seminar in American Literature to 1870 3 s.h.
Eng 680 Seminar in Modern American Literature
(from 1870) 3 s.h.
Eng 690 Seminar in Literary Criticism 3 s.h.
Eng 695 Seminar in Linguistics 3 s.h.
PL 521 Language and Society 2 s.h.
III. Special M.Ed. Requirements
In addition to satisfying the general policy for admission to the Graduate
School, the M.Ed, candidate must possess a Pennsylvania Teacher's Certificate in
English or its equivalent from another state.
Professional Studies
The M.Ed, candidate will take from 2-6 hours from the following list of
courses:
Eng 511 Seminar in the Teaching of English in
the Secondary School 2 s.h.
Eng 550 Workshop in Play Production 6 s.h.
Eng 568 Teaching Composition in the Secondary School 2 s.h.
LRes 500 Seminar in Learning Resources 2 s.h.
Grad 516 Statistical Methods 1 2 s.h.
SE 531 Psychology of the Exceptional Child 2 s.h.
EdPsy 580 Studies in Pupil Adjustment 2 s.h.
Foundations of Education
2 semester hours of work must be selected from the following courses:
FdEd 511 Historical Foundations of Education 2 s.h.
FdEd 512 Philosophical Foundations of Education 2 s.h.
FdEd 513 Social Foundations of Education 2 s.h.
IV. Special M.A. Requirements
Foreign Language
The candidate for the M.A. degree must show a proficiency in a single lan-
guage besides English. This language may be one of the modem foreign languages
or a classical language. The proficiency requirement is satisfied by acceptable
undergraduate credit of 12 hours in the language or by satisfactory performance
on an examination administered by the Foreign Languages Department at
Indiana, or by satisfactory performance on the Graduate School Foreign
Language Test, administered by Educational Testing Service.
124 / GRADUATE SCHOOL AT INDIANA
COURSE DESCRIPTIONS
Eng 510 Bibliographical Methods in English 2 s.h.
Offers the student practical training in the special methods and materials of
research in English. Required of all majors in English and should be taken early
in the program. (Staff)
Eng 511 Seminar in the Teaching of English in
the Secondary School 2 s.h.
A seminar to explore the recent developments in the teaching of high school
English. Open only to those holding a certificate to teach English. (Cook,
Brown)
Eng 512 American English Grammar 3 s.h.
Treats the phonology, morphology and syntax of present-day English, with
the emphasis on the latter two. The various approaches to the analysis of English
syntax are treated, and detailed consideration is given to problems of dialect and
standards of correctness. (Green, lanni, Craig)
Eng 513 The English Language from the
Beginnings to 1500 3 s.h.
Treats the phonology, syntax and lexicon of Old English and Middle English.
Facsimile texts are examined as instances of the structure of earlier forms of the
English language rather than as literary accomplishments. The purpose is to
acquaint the student with earlier forms of the language and to provide
background for study of the prose and poetry of Old and Middle English. (Green,
lanni, Como)
Eng 514 The English Language since 1500 3 s.h.
Presents the syntax and stylistics of the English language from Early Modern
English to the present. The various rhetorical styles and theories that have
dominated English prose at various periods are examined by the use of exemp-
lary texts and the reading of the works of rhetorical theorists. Theory and
performance in respect to diction, figurative language and sentence stylistics will
be explored. (Green, lanni, Como)
Eng 515 Shakespeare I 3 s.h.
The material for this course is, in the main, the literary work of Shakespeare
from the beginning of his career to 1600 (excluded are his early tragedies). In
addition to the plays themselves (comedies and chronicles) and the scholarship
on them, study is directed to the historical and theatrical influences that
affected Shakespeare. (Swigart, Day, Freund)
Eng 516 Shakespeare II 3 s.h.
Concentrates primarily on Shakespeare's work from 1600 to his death, the
period of the dark or problem comedies, his great tragedies and romances (his
three earlier tragedies will be included). Includes advanced study in the scholar-
ship on the plays and the Elizabethan milieu. (Swigart, Day, Freund)
Eng 517 Elizabethan Drama 3 s.h.
English drama, exclusive of Shakespeare, produced from the mid-sixteenth
into the early seventeenth century. The rich variety of comedy and tragedy of
the period is studied in the works of such writers as Lyly, Greene, Kyd,
Marlowe, Dekker, and Jonson, against the historical and social background of
the Elizabethan age. (Swigart, McClure)
Eng 520 Old English Literature 3 s.h.
Explores the literary merit of the prose and poetry of the Anglo-Saxons, the
universal and particular themes which attracted Anglo-Saxon poets are examined
in both epic and lyric poetry, while the prose is considered as a reflection of the
cultural values that underlie the English literary tradition. The examination of
PROGRAM CURRICULA / 125
ENGLISH
the Anglo-Saxon Literary accomplishment will include some attention to the
prosody and diction of the artist, as well as a placement of that accomplishment
within the framework of his times. Prerequisite: Eng 5 13, The English Language
from the Beginnings to !5()(). (Como)
Eng521 Modern European Fiction 3 s.h.
Offers an intensive study in translation of the major fiction writers of the
twentieth century exclusive of British and American. The older generation —
Proust, Gide, Kafka, Mann, and Unamuno will be studied in relation to
representatives of contemporary Europe such as Camus, Malraux, and Sartre.
(Lucker)
Eng 522 Chaucer 3 s.h.
The major poetical works of Geoffrey Chaucer are studied primarily as
literature but with considerable emphasis upon pronunciation, versification,
language, and textual problems. (Rider, Como)
Eng 525 The Early English Drama 3 s.h.
The development of the English drama from 900 to 1500, with attention to
classical and indigenous influences on specific plays and types of plays, is
studied. (Rider)
Eng 527 Restoration and Eighteenth Century Drama 3 s.h.
The British theatre from the Restoration period to Sheridan is studied in
connection with the literary, historical, and social developments of the times.
Eng 528 Milton 3 s.h.
Provides for intensive study in the major prose and poetry of John Milton,
with attention to the religious and political controversies of the seventeenth
century which are reflected in Milton's work. (Thomas, Rider)
Eng 532 Colonial American Literature 3 s.h.
Provides a study of significant selections of American literature written prior
to the 19th century and develops an understanding of the forces that shaped
that literature and had considerable influence on a great portion of American
literature that followed, down to the present time. (Cook, Omrcanin)
Eng 534 Types of the Novel 3 s.h.
Standards are established for such genres of the novel as the Historical
Romance, the Novel of Ideas, the Novel of Manners, and Satiric Fantasy. English
and American novels are read in several of these categories. (lanni, Omrcanin)
Eng 535 Criticism 3 s.h.
Confronts the student with the major statements of critical theory from
Aristotle onward and places them within a historical context so that the student
becomes aware of the evolution of literary standards in western culture. The
aims of the course are both historical and aesthetic, (lanni, McManmon)
Eng 536 Middle English Ballads, Lyrics, and Romances 3 s.h.
The English and Scottish popular ballads and the lyrics are studied in
reference to their origins, literary development, and social signifiance. The
emphasis in the romances is upon the Arthurian legends. (Rider)
Eng 537 Modern American Fiction 3 s.h.
Trends in contemporary American fiction provide a basis for special studies in
such figures as Dreiser, Anderson, Fitzgerald, Lewis, Dos Passos, and Wolfe.
(Swauger, Cook, Craig)
Eng 539 The Metaphysical Poets 2 s.h.
The characteristic lyric poets of the seventeenth century from Donne to
Cowley are studied in relation to changing social and political conditions.
(Bright, Day)
126 / GRADUATE SCHOOL AT INDIANA
Eng 540 Twentieth Century American Drama 3 s.h.
The contributions of the major dramatists of the twentieth century to the
development of the American theater are considered. (Heimer, Young)
Eng 541 The Rise of American Regionalism 3 s.h.
Considers writers who drew their materials from the culture peculiar to a
particular area. Such local colorists as Page, Harte, Harris, and Jewett are read.
(Smith)
Eng 543 The British Novel of the Eighteenth Century 3 s.h.
The British novel from Defoe through Jane Austen and tlie Gothic school,
with some attention to narrative prose fiction before the eighteenth century.
(Swigart)
Eng 544 The Psychology of Language 3 s.h.
An introduction to psycholinguistics for the specialist in English. Deals with
the fundamental ideas about language as a code, the acquisition of language, and
the patterns of normal and aberrant human language behavior. (Green, lanni)
Eng 545 The Age of Pope 3 s.h.
A close examination of the works of Alexander Pope and those of his con-
temporaries who most strongly influenced the rise of neo-classicism in England
during the early 18th century. (McManmon)
Eng 546 The Age of Johnson 3 s.h.
A survey of the major literary tendencies between the death of Pope and the
publication of Lyrical Ballads. A large portion is devoted to Johnson as a literary
figure in his own right.
Eng 547 Romantic Prose and Poetry 3 s.h.
Concentrates on the revolt against the philosophic, social and aesthetic
principles of the eighteenth century as it is revealed in the works of the major
poets and essayists of the years 1798 to 1832. (Lucker, DeGeorge )
Eng 548 Victorian Prose and Poetry 3 s.h.
Examines the major social, political, economic, and religious issues in the
works of leading poets and prose writers to 1890. (Lucker, DeGeorge, Curey)
Eng 550 Workshop in Play Production 6 s,h.
The study of various styles of production and of the principles of directing in
the preparation of plays for a high school audience. Included are analyses of the
script, methods of casting and rehearsal, and the technical aspects of production.
The summer theater is used as a laboratory for observation and participation.
One day of lecture and library work, four days of laboratory. (Ensley)
Eng 551 Twentieth Century British Novel 3 s.h.
A study of the technique and history of the novel from 1900 to the present.
Such figures as Conrad, Lawrence, Foster and Joyce will be read. (Heimer,
Omrcanin)
Eng 552 Twentieth Century British Drama 3 s.h.
A reading of plays from the late 19th century to the present, including such
older figures as WUde, Shaw, and Synge, and such contemporary figures as
Osborne and Pinter. (Heimer)
Eng 553 The American Renaissance 3 s.h.
The works of the major writers in mid-nineteenth century America.
(Graybum, Hull, Smith)
Eng 554 Contemporary American and British Poetry 3 s.h.
Provides a close examination of American and British poetry since World War
II and the chief influences on that poetry. Poets such as Lowell, Wilbur,
PROGRAM CURRICULA / 127
ENGLISH
Roethke, Larkin, and Hughes will receive particular attention, but much of the
study will be directed toward particular "schools": the confessional poets, the
"projectivists," the advocates of the "subjective image," the "beats," with the
intention of understanding their purposes and their theories of form and idiom.
Eng 555 Realism in American Fiction 3 s.h.
Examines the masterpieces of American realistic fiction from the late
Romanticists through Mark Twain and to literary Naturalism. (Grayburn)
Eng 556 Modern British Poetry 2 s.h.
Provides a close examination of major twentieth century British poets:
Hardy, Hopkins, Yeats, Owen, Auden, Spender. (Betts, Heimer)
Eng 557 Modern American Poetry 2 s.h.
Provides an intensive critical examination of the major twentieth century
American poets from Eliot to the present. (Bright, Heimer, Betts)
Eng 561 Tragic Themes of Classic Drama 3 s.h.
A study of the structure and themes of the extant tragedies of Greece and
Rome, together with the dramatic criticism of the two periods. (Hull)
Eng 562 Epic and Lyric Poetry of the Classical Period 3 s.h.
A study of the Iliad, and Odyssey, and the Aeneid, together with major
writers of Greek and Roman lyric poetry. (Hull)
Eng 565 The Faust Literature 2 s.h.
A close study of the Faust tradition in literature and music, with major
attention to Marlowe, Goethe, and Gounod. (Betts)
Eng 567 Literary Britain 3 or 6 s.h.
A three- or six-weeks tour of major sites important to English literature. The
specific itinerary varies from year to year but always includes London, Stratford,
and Cambridge.
Eng 568 Teaching Composition in the Secondary School 2 s.h.
The aim is to help secondary school English teachers become better writers
themselves and better critics of writing. Deals mainly with expository prose.
Short essays will be written which the instructor will analyze and criticize for
revision. Rhetorical analyses will be made of selections of prose by professional
writiers (Staff)
Eng 570 Major Writers: Hawthorne and Thoreau 2 s.h.
Non-fictional prose of Thoreau compared with Hawthorne's short stories and
major novels. (Hull)
Eng 571 Major Writers: Faulkner and Hemingway 2 s.h.
Considers the novels and short stories of William Faulkner and Ernest
Hemingway, with attention to each writer's influence on modern fiction.
(Swauger)
Eng 572 Major Writers: Thomas Hardy 2 s.h.
Special studies are conducted in the poetry and fiction of a major writer of
the late nineteenth century. (Betts)
Eng 573 Major Writers: Whitman 2 s.h.
Students study Leaves of Grass extensively to comprehend its unity of theme
and structure, doing detailed analyses of major poems. Whitman's essays which
best give insight into his poetical theory and social/political thought are also
read. (Smith, Cook)
Eng 574 Major Writers: Poe 2 s.h.
A study of Poe's poetry, fiction; and literary criticism. (Hull. Grayburn)
128 / GRADUATE SCHOOL AT INDIANA
Eng 575 Major Writers: Henry James 2 s.h.
Provides for extensive and analytical reading of short stories, novels and
criticism of Henry James with attention to his influence on modem fiction as
craftsman and critic. (Omrcanin)
Eng 576 Major Writers: Joseph Conrad 2 s.h.
Study is concentrated in the seven major novels and in a variety of the short
stories of Conrad. (Betts, Heimer)
Eng 577 Major Writers: Emerson 2 s.h.
Emphasis is on the major prose and poetry of Ralph Waldo Emerson, with
attention given to other writers of the Concord group. (Graybum)
Eng 578 Major Writers: Edmund Spenser 2 s.h.
While this course focuses primarily on Spenser's major works — The
Shepheards Calendar, The Amoretti, The Epithalamion and Prothalamion, The
Faerie Queen, and The Mutabilitie Cantos — Spenser's unique position as the
pre-eminent non-dramatic poet of the English Renaissance necessitates some
study of both the Classical and Continental backgrounds of his work and his
germinal importance to subsequent English poetry.
Eng 579 Major Writers: Alexander Pope 2 s.h.
Studies in the major work of Pope in such forms as the pastoral, the Horatian
epistle, the verse essay, and the mock heroic. (McManmon)
Eng 580 Major Writers: Samuel Johnson 2 s.h.
Studies in Johnson as poet, essayist, novelist, dramatist, critic, biographer,
lexicographer, and editor.
Eng 581 Major Writers: Jonathan Swift 2 s.h.
Examines Swift as both Tory and satirist through a study of the major satires.
Eng 582 Major Writers: Wordsworth and Coleridge 2 s.h.
A close analysis of significant poems by the early Romantics and of critical
commentary on their works. (Lucker, DeGeorge)
Eng 583 Major Writers: Byron, Keats, and Shelley 2 s.h.
The Romantic characteristics shared by these three poets, as well as the
distinguishing characteristics of each writer, are examined by means of close
analysis of significant poems. (Lucker, DeGeorge)
Eng 584 Major Writers: Tennyson and Browning 2 s.h.
Tennyson and Browning, as they offer a contrast in poetic styles, provide a
study in both lyric and dramatic poetry and m the Romantic mode and the
modem technique. (Betts)
Eng 585 Major Writers: Charles Dickens 2 s.h.
A study of the major novels by Dickens as they reflect the social problems of
the age. (Curey)
Eng 586 Major Writers: D. H. Lawrence 2 s.h.
A study of the author as creator of fiction, poet and critic. (Heimer)
Eng 587 Major Writers: W. B. Yeats 2 s.h.
A study of the works, especially the poetry, of a leading Irish literary figure.
(Betts, Heimer)
Eng 588 Major Writers: G. B. Shaw 2 s.h.
A study of the plays and other writings of a prominent and influential
dramatist.
PROGRAM CURRICULA / 129
ENGLISH
Eng 589 Major Writers: Herman Melville 2 s.h.
The many facets of Melville's prose, fiction and non-fiction, with major
emphasis on Moby Dick. (Hull, Gray)
Eng 590 Major Writers: Mark Twain 2 s.h.
Students read representative books from the various categories of Twain's
work: autobiography, travel, historical romances, social criticism, and light
fiction. Detailed critical study is given the more significant novels. (Smith,
Grayburn)
Eng 591 Major Writers: Frost and Robinson 2 s.h.
Studies in the lyric and narrative poetry of E. A. Robinson and Robert Frost.
(Betts)
Eng 592 Major Writers: T. S. Eliot 2 s.h.
Studies in the work of T. S. Eliot: the plays, the poetry, the criticism, the
nature and extent of his influence. (Betts, McManmon)
Eng 593 Major Writers: Fitzgerald and Lewis 2 s.h.
Study of both primary and secondary sources that reveal these two writers as
shaped by and shaping the American 1920's. Emphasis will be placed on the
writing they did during this period, although their other work will be considered
as well. (Cook)
Eng 600 Seminar in British Literature to 1500 3 s.h.
For advanced graduate students who need either extensive or intensive study
in an area not treated by an existing course in the Anglo-Saxon or Middle
English period. Subject areas covered by this seminar will be announced in
advance each time the course is offered. Prerequisite: At least one graduate
course in Old or Middle English. (Como)
Eng 610 Seminar in British Literature —
Renaissance (1500 to 1660) 3 s.h.
For advanced graduate students who wish to make an intensive or extensive
investigation of an area of the English Renaissance that is not currently treated
in course work. The subject for each seminar will be announced in advance of
registration. Prerequisite: At least one graduate course in the English Ren-
aissance. (Day, Rider, Thomas)
Eng 620 Seminar in Shakespeare 3 s.h.
Students are urged to pursue special problems of particular interest in
Shakespeare studies. (Prior study in the field is a valuable prerequisite for the
course.) Students prepare papers which they read and defend before their
colleagues. The emphasis is on individual study and research in primary' and
secondciry sources.
Eng 630 Seminar in British Literature — Restoration and
Eighteenth Century (1660 to 1800) 3 s.h.
Offers students the chance to pursue special areas of interest within the rich
and varied literature of the period. The course, as it is given in different
semesters with different teachers, will have changing content and emphases.
Eng 640 Seminar in British Literature —
Nineteenth Century (to 1870) 3 s.h.
This course, for advanced graduate students, provides for independent study
in depth of some of the major Romantic and Victorian literary figures.
Prerequisite: Either a graduate or an undergraduate course in the period.
Eng 660 Seminar in Modern British Literature (from 1870) 3 s.h.
Seminars in Modem British Literature study in detail figures, movements, or
genres within the span of 1870 to the present. After an introductors' lecture, class
sessions are devoted to the reading and critical discussion of seminar members'
papers.
130 / GRADUATE SCHOOL AT INDIANA
Eng 670 Seminar in American Literature to 1870 3 s.h.
A seminar for advanced students in American literature, covering worlcs of
major vmters in such areas as the Puritan period, the early republic, the
Romanticists, and other phases of American literature up to and including the
Civil War. Prerequisites: Either course work in American literature to 1870 on
the master's level, or an undergraduate course in American literature, plus
sufficient individual reading on the part of the student to compensate for
inadequate formal course v^ork.
Eng 680 Seminar in Modern American Literature (from 1870) 3 s.h.
A seminar for advanced students, to provide for research and study in depth
of selected w^riters and movements of this period. Research will center upon such
subjects as the following: a particular author or group of authors; a literary
genre, a literary movement; a restricted period of time, etc.
Eng 690 Seminar in Literary Criticism 3 s.h.
The purpose is to produce through independent study a paper on the
aesthetics of literary expression. The student investigates theories of literature as
expressed by the great critics from Aristotle to the present. In the paper he can
either formulate and attempt to validate some original hypothesis of his own
about the nature of literature or explore the labors of some critics or critics in
applying their principles to the judgment of literature. The course provides a
framework for the specialist in hterature to do historical and theoretical research
in literature as art. (lanni)
Eng 695 Seminar in Linguistics 3 s.h.
Includes topics on the phonology, grammar, and semantics of English past
and present, to provide the stimulus for independent study in depth on some
specific topic regarding the nature of the English language. Prerequisites: Eng
544, The Psychology of Language and Eng 512, American English Grammar.
(Green, lanni, Como)
Eng 696 Seminar in the Teaching of College English 3 s.h.
Examines the various professional and pedagogical aspects of teaching college
English as revealed by current practices and the changes suggested by research.
Study is made of materials and techniques of teaching freshman composition,
advanced composition, and introductory literature, as well as upper level
courses. Topics for discussion include participation in professional societies and
the administration of college English departments. Required of doctoral
candidates. (Staff)
PROGRAM CURRICULA / 131
FOUNDATIONS OF EDUCATION
FOUNDA nONS OF EDUCATION
Gerard C. Fcnta, Chairman
Don-Chean Chu William E. Salesses
John E. Merryman Eugene F. Thibadeau
David PL. Rotigel Harold J. Youcis
Cooperating Staff - John M. Felice
The F'oundations of Education Department seeks to expose its students to a
systematic inquiry into educational theories and practices through a philo-
sophical, sociological, historical, and comparative analysis. Foundations study
generates criteria for judgment and helps to formulate a Gestalt of various
subjects. It also helps to develop an integral and cross-sectional view of
education, while augmenting the construction, clarification, and evaluation of
educational goals necessary for the development of effective methods of
instruction. It broadens perspectives and deepens analyses of policies and
programs which help educational personnel find meaning and value in all
educational activities. Furthermore, foundations study cultivates a perceptive
mind, develops deeper thinking, generates ideas, and helps develop a deeper
conviction in education.
COURSE DESCRIPTIONS
FdEd 511 Historical Foundations of Education 2 s.h.
A study of the historical development of American education. European
influences of the philosophies and practices of American schools will serve as a
background for the course. Emphasis will be placed on the development of
education in America as influenced by various individuals and schools of
thought. Historical trends will be related to current problems and practices in
education.
FdEd 512 Philosophical Foundations of Education 2 s.h.
This course is designed to analyze and evaluate the basic philosophies and
their impacts upon education. The nature, value, means and ends of education
and some other fundamental phases of schooling will be thoroughly examined.
Stresses will be placed upon the essentials enhancing an individual working
philosophy of education; the basic ideas heightening a sound philosophy for
American schools will also be emphasized.
FdEd 513 Social Foundations of Education 2 s.h.
This course will deal with those social and cultural forces which influence
education and the ways in which education has been affected by them.
Particular stress will be placed upon current problems as they relate to the entire
educational system and to curricular problems and practices in today's schools.
FdEd 514 Comparative Foundations of Education 2 s.h.
The educational theories and practices in different nations will be studied.
The educational purposes, curriculum, methods, administration, school system,
teacher education, and other educational features in America and those in other
nations, will be analyzed, evaluated and compared.
132 / GRADUATE SCHOOL AT INDIANA
FdEd 515 Decision-Making in Curriculum Development 2 s.h.
Analysis of philosophical, sociological, and psychological basis for the
creation of curricular patterns, K-14. Includes utilization of technological
devices, a critical examination of basic concepts underlying the determination of
objectives, the selection and organization of subject matter and of learning
experiences in general. Current curriculum research v^ill be analyzed, as vfill
existing instructional materials and programs.
FdEd 516 Professional Negotiations in Education 3 s.h.
The express objective of the course is to study the dimension of the
professional negotiations process in the educational sector. The instructional
tools will be case studies, lecture-discussion and reading assignments. The
guidelines of public policy affecting public employer-employee relations will also
be evaluated and analyzed.
FdEd 599 International Education Studies Program 3 s.h.
A travel-seminar conducted in a foreign country and designed to afford
educators and students of education the opportunity to investigate the
teaching-learning process in cultural settings other than their own. Particular
attention will be paid to such current educational issues as theories of
curriculum development, methodology, teacher education, and changing value
systems.
PROGRAM CURRICULA / 133
GEOGRAPHY
GEOGRAPHY
Thomas G. Gault, Chairman
Maurice M. Zacur, Director of Graduate Studies
Donald J. Ballas James K. Payne
Noland R. Heiden Leonard P. lepper
Gopal S. Kulkarni Ruth I. Walters
Isadore R. Lenglet Charles E. Weber
Arthur Miller David C. Winslow
Vincent P. Miller, Jr.
The pursuit of a Master's Degree with a major in Geography presupposes that
certain courses have been completed in the undergraduate geography major. The
department will accept applicants with limited background in Geography
provided deficiencies be remedied through extra course work or a personal
reading program.
The Department invites students with a limited geography background to
extend their general education through enrollment in geography courses.
Students in Elementary, Social Science, Science, or Business may find
Geography courses closely related to their fields.
The degree which a student should pursue will depend upon the personal
objectives of the individual. The Master of Education (M.Ed.) degree is
professionally oriented toward teaching as a career.
The Master of Arts and Master of Science degrees are designed with
knowledge of subject matter as the objective rather than application to
professional use. Although these degrees are complete programs they also are
designed as preparation for further study toward the doctorate. The Master of
Arts and Master of Science degree differ both in their programs and in the
background required.
The Master of Arts degree is structured for the student who is interested in
the human, economic, and urban development of earth space.
A Master of Arts degree in Social Science may be taken with a major in
Geography with a goal of Community College teaching. (See special program
under Social Science, page 199.)
The Master of Science degree is planned for the student with a mathematics
and science background who is interested in the study of the physical factors in
environment.
A student working for the Master's Degree in Geography shall demonstrate
competence in a core program of 10 credits. The competence shall involve a
knowledge of content as well as mature judgment and interpretation.
In addition to a core program, students select a concentration of 10 credits in
geography. Courses related to the concentration, approved by the adviser, may
be taken outside the department.
Further, each degree candidate must complete the research requirement as
established by the Graduate Council. The candidate may meet this requirement
by a thesis or written project.
The student completes 30 credits in accordance with the following divisions:
Subject Matter Concentration 20-24 s.h.
A. Core (required)* 6-8 s.h.
Geog 594 Field Techniques in Geog & Planning 2 s.h.
Geog 589 Cartography 2-3 s.h.
134 / GRADUATE SCHOOL AT INDIANA
Geog 591 Geographic Thought and Philosophy* 2-3 s.h.
M.Ed, candidates may take Grad 515, Elements of Research, in lieu of Geog
592, with special permission.
*If these have been taken at undergraduate level, additional courses will be
elected with departmental consent.
B. Student Interest (as approved by advisor) 10-14 s.h.
1. M.Ed. 10-14 s.h. of geography.
2. M.A. 10-14 s.h. of geography: Human, Economic, Urban/Regional
Planning.
3. M.S. 10-14 s.h. of physical geography and/or Geo-Science.
II. Related Studies 6-10 s.h.
Courses within and outside the department taken to strengthen the
concentration as approved by adviser.
1. M.Ed, take 2 s.h. from each of three categories below:
a. Grad 516 or 517 Statistical Methods or graduate course in Learning
Resources 2 s.h.
b. FdEd 511, 512, 513 Historical, Philosophical or Social Foundations
of Education 2 s.h.
c. Geog 511 Professional Problems in Geography Ed. or an approved
Psychology course 2 s.h.
2. M.A. take 6-10 s.h. of related Social Science and/or Geography.
3. M.S. take 6-10 s.h. of related Geo-Science and/or Geography.
III. Research (in addition to core program) 0-4 s.h.
Grad 550 Thesis 2-4 s.h.
or Project 2-4 s.h.
Geog 592 Elements of Research in Geography & Planning .... 3 s.h.
COURSE DESCRIPTIONS
Geog 510 Seminar in Community College Teaching 2 s.h.
Students consider the goals and objectives of general education and the
discipline. Various course organizations as well as materials, methods and
teaching techniques will be examined. Opportunity to participate in classroom
planning, teaching, and evaluation will be available.
Geog 554 Contemporary Geography Issues 2-6 s.h.
Geographic analysis of contemporary issues. Topics will vary with interest
and needs of students and staff available. Topics may be such as: Geography of
Disease, Urban Environment, Geography of Egyptian-Israeli Conflict. Student is
Umited to 6 s.h. for this course.
Geog 512 Settlement Geography 2-3 s.h.
Study of settlement patterns and processes: Origins, diffusion, classi-
fication, pioneer settlement, settlement planning, and agricultural colonization.
Includes urban settlement but will stress smaller settlements.
Geog 513 Population Geography 2-3 s.h.
Variations in numbers, characteristics and dynamics of human population,
models and theoretical constructs relevant to demographic structures and
processes in a spatial contest; and major problems related to urbanization are
discussed and evaluated.
Geog 514 Quantitative Techniques for Geography and Planning 2 s.h.
Descriptive and inferential statistical techniques applied to spatial dis-
tribution and spatial association of physical and cultured phenomena and testing
PROGRAM CURRICULA / 135
GEOGRAPHY
of spatial theoretical constructs.
Geog 555 Historical Geography of Cities and City Planning 2-3 s.h.
Examines the process of city phinriing during the ancient, medieval,
renaissance periods, and a review of early planning in America, as well as present
city planning. Open to all graduate students. (I.englet, Warren)
Geog 556 General City and Regional Planning 2-3 s.h.
Examines four phases involved in preparation of a community plan, items
such as land use, natural resources, topography, soils, geology, climate, and
drainage are utilized in a general comprehensive plan. Prerequisite: Geog 516 or
equivalent. (Lenglet, Warren)
Geog 557 Urban Design 2-3 s.h.
Offers students opportunity to work with various concepts of city and
subdivision design utilizing the effects of topography, natural resources, and
other physical elements upon urban disign. Prerequisite: Geog 517 or equivalent.
(Lenglet, Warren)
Geog 558 Urban Planning Basic Studies and Analysis 2-3 s.h.
Research, analytical design and plan-making techniques in urban and regional
planning. Examines basic items necessary to prepare urban and regional compre-
hensive plans. Prerequisite: Geog 517 or equivalent. (Lenglet, Warren)
Geog 520 Physical Geography 2 s.h.
Study of development, classification distribution and interpretation of:
landforms, climates, soils, natural vegetation, underground resources, and water
resources. Interrelationships in the physical environment are studied to
understand the earth as home of man. (Payne)
Geog 521 Advanced Human Geography (non-majors) 2 s.h.
Designed as a refresher course in geography for the non-geography major.
Both systematic and regional studies will be made to acquaint the student with
modem geography methods and techniques. (Gault, Ballas)
Geog 522 Aerospace Science (non-majors) 2-3 s.h.
Workshop conducted with visiting aerospace authorities on: space envi-
ronment; history of flight; flight problems; satellites; space probes; space
exploration; etc. A bibliography for elementary and secondary levels is provided.
(Winslow)
Geog 523 Urban Geography 2-3 s.h.
An analysis is made of city types, patterns and functions as influenced by
geographic conditions and other factors. City planning techniques and field
study are utilized. (Winslow, Kulkarni)
Geog 524 Cultural Geography 2 s.h.
A study of the literature and methods of cultural geography. Topics to be
studied include population, settlements, human ecology, culture areas, and
related features. Individual study, analysis and reports will be stressed in
addition to lecture. (Ballas)
Geog 525-540 Geography Regional Seminar ea. 2-3 s.h.
Each region is examined in detail for soil, topography, climate, vegetation,
population, and the interrelationships evolved. Stress is placed on individual
study and class discussion rather than lectures. Only two are allowed toward
M.A. degree.
Geog 525 Africa, South of Sahara (Ballas)
Geog 526 India, Pakistan, and Indo-Chinese Peninsula (Weber, Kulkarni)
Geog 527 Mexico, Middle American and West Indian Islands (Winslow, Shirey)
136 / GRADUATE SCHOOL AT INDIANA
Geog 528 South America (Winslow, Shirey)
Geog 530 U. S. S. R. (Zacur)
Geog 531 Northwestern Europe (Miller)
Geog 534 China, Korea, and Japan (Weber)
Geog 535 Australia and Pacific Islands (Anderzhon)
Geog 540 Geography of Pennsylvania (Zacur)
Geog 541 Agricultural Geography 2-3 s,h.
World Agriculture patterns are the core of this course. Specific problems will
be studied in view of both the countries involved and world environment. Stress
will be placed upon individual study and research as well as classroom lecture.
(Gault)
Geog 542 Industrial Geography 2-3 s.h.
Resources useful in the manufacturing process will be studied both as to their
location and their place in the international exchange patterns of the world.
Individual problems will be the core of the course placing great emphasis on
research and reading. (Winslow)
Geog 550A, B, C Geographic Readings in Geography 2-6 s.h.
Geographic readings may be taken either as individual study of in group
study. Readings may be either to gain breadth of geographic knowledge or depth
in a particular segment of geography. (Staff)
Geog 551 Professional Problems in Geographic Education 2-3 s.h.
Classroom problems and discussion centered about "New Viewpoints in
Geography" constitute the core of this course: Individual reports, group
discussion and research will constitute the principal methods of presentation.
(Anderzhon)
Geog 552 Seminar in World Resources 2-3 s.h.
Exploitation and utilization of World Resources i.e.: agriculture, mineral,
forest, fish, etc. Problems of energy utilization, food distribution, population
growth, regional planning, factory location, conservation measiures are treated.
(Weber)
Geog 553 Political Geography 2-3 s.h.
Geographic factors and conditions are analyzed as they relate to the character
and function of states. Political institutions are evaluated in light of geographic
conditions. Emphasis is given to the great world powers and geopolitical
thought. (Miller)
Geog 560 Urban Planning Seminar 2-3 s.h.
Deals primarily with various plans and planning proposals necessary to
prepare an urban or regional plan. This will include Future Land Use Plan,
Community FaciUties and Public UtiHty Plans, and Traffic and Circulation.
Prerequisite: Geog 517 or equivalent. (Lenglet, Warren)
Geog 561 Urban Plan Implementation 2-3 s.h.
Considers zoning, improvement programs, housing codes, building codes,
methodology and application of administrative procedures, Federal and Local
Urban Renewal Programs, site selection, program administration. Prerequisite:
Geog 517 or equivalent.
Geog 573 Climatology 2-3 s.h.
Dynamic and physical aspects of climatology. Topics covered: heat and water
budget; principles of climatic classification; Koppen, Thomthwaite; paleo-
cUmates; regional climates of the continents; microclimates; statistical and
mathematical models.
PROGRAM CURRICULA / 137
GEOGRAPHY
Geog 588 Physiography (United States) 2-3 s.h.
Presents a detailed study of the origin, classification, and structure of
mounteiins, plains, coast lines, rivers, lakes, and subsequent modification by
glaciers, stream erosion, wind abrasion, tides and ocean waves. (Payne)
Geog 589 Cartography 2-3 s.h.
Develops ability to map and diagram place location, areal distribution, and
statistical data in thesis or professional papers. Special maps, charts, and
diagrams will be considered as required by individual student. (Payne)
Geog 590 Maps and Photographic Interpretation 2-3 s.h.
Designed to develop skill in extracting information and to synthesize data
from maps and aerial photographs into geographic relationships related to
geology, economy, land use, transportation, or strategic use. (Payne)
Geog 591 Geographic Thought and Philosophy 2-3 s.h.
Seminar in the history of the discipline, great ideas of geography, leading
professionals, and unresolved issues. (Staff)
Geog 592 Elements of Research for Geog. and Planning 3 s.h.
The elements and techniques of scientific research, as applied to geography
problems, are studied. A proposal thesis topic is developed.
Geog 594 Field Techniques for Geography and Planning 2-3 s.h.
Field Techniques are discussed and evaluated. Field tools and techniques are
used in the study of a specific area. Emphasis is upon skill and interpretation of
aeral patterns of geographic phenomena. (Staff)
Geog 595 Regional Field Studies 2-3 s.h.
Field observation and analysis of geographical relationships which exist
between various physical and cultural phenomena. The student must secure
department permission prior to field work.
Geog 599 Supervised Internship Teaching Experience 0-2 s.h.
Supervised teaching experience at the graduate level with stress on new
materials and innovative teaching techniques. Open only to students who have
completed eight credits of graduate work and have a teaching position. (Staff)
138 / GRADUATE SCHOOL AT INDIANA
GEOSCIENCE
Walter H. Granata, Jr., Chairman
Joseph C. Clark Paul A. Prince
Frank W. Hall, II Connie J. Sutton
Frederick R. Park
The geoscience department embraces several areas of study related to the
earth, its structure, and its environment; specifically astronomy, geology,
meteorology, and oceanography. The department participates in the Marine
Science Consortium operated jointly with nine other Pennsylvania Institutions at
Lewes, Delaware. Graduate courses offered by the Consortium have the same
acceptance as those taken on campus. Courses taken under descriptions in the
Indiana University of Pennsylvania catalog, with tuition paid to Indiana, are
treated as in-resident courses but those taken under other descriptions are
subject to the same limitations of all transferred credits.
An M.A. degree in Geoscience was submitted to the Graduate Council in the
Spring of 1973 and approval is anticipated. The curriculum for the proposed
program is included in the next section along with the curriculum for the M.Ed,
in Science which we will continue to administer.
CURRICULUM FOR MASTER OF EDUCATION DEGREE IN SCIENCE
Students working for this degree with a major in Science will complete the 30
semester hours of work in accordance with the following divisions:
I. Subject Matter Concentration Area — 14-22 semester hours of work in
subject matter content is to be selected from the various courses in the areas
of Biology, Chemistry, Geoscience, and Physics at the discretion of the
candidate's adviser. Courses from the Geoscience Department which may be
elected to fulfill this requirement are found listed under the heading of course
descriptions.
II. Professional Studies — 4-10 semester hours of work, including Research Paper
or the Thesis, to be selected from the following:
Grad 516 Statistical Methods I 2 s.h.
Grad 550 Thesis 2-4 s.h.
LRes 500 Seminar in Learning Resources 2 s.h.
SE 531 Psychology of the Exceptional Child 2 s.h.
EdPsy 580 Studies in Pupil Adjustment 2 s.h.
III. Foundations of Education — 2 semester hours of work to be selected from
the following courses:
FdEd 511 Historical Foundations of Education 2 s.h.
FdEd 512 Philosophical Foundations of Education 2 s.h.
FdEd 513 Social Foundations of Education 2 s.h.
IV. Research Techniques — the following course is required. It should be
scheduled early in the student's program:
Grad 515 Elements of Research 2 s.h.
In certain courses in the science department, additional laboratory time may
be required beyond the regularly scheduled periods. Students who select a
four-credit sequence are required to complete the sequence.
In certain courses in the science department, additional laboratory time may
be required beyond the regularly scheduled periods. Students who select a
four-credit sequence are required to complete the sequence.
PROGRAM CURRICULA / 139
GEOSCIENCE
PROPOSED CURRICULUM FOR MASTER OF ARTS DEGREE IN
GEOSCIENCE
I. Qualifications of Entering Student
A. Bachelors degree in Education. , r,c j-.
Minimum undergraduate requirements would mclude a total ot lb credit
hours of science and mathematics. The mathematics should mclude a
calculus course.
B Bachelors degree with science or mathematics concentrate.
Undergraduate education course deficiencies will have to be filled tor
those anticipating a teaching career.
II. Required Core of courses in each subject area
A Geology 3 cr. GS 502 Principles of Geology
'oceanography 4 cr. GS 561 Physical Oceanography I
GS 562 Physical Oceanography II
Meteorology 4 cr. GS571 Meteorology I
GS 572 Meteorology II
Astronomy 4 cr. GS 541 Solar Systems
GS 542 The Sidereal Universe
B. Each of the above disciplines may be satisfied by one of the following:
1. 7-9 week summer institute approved by the adviser and restricted to
one of the above disciplines.
2. one year undergraduate or graduate training in one of the subject areas.
3. 3-4 credit core courses in Geoscience Department.
III. Requirements in Addition to Core (A+C or B+C)
A. One complimentary science course - 2 credits from the following list.
Geog. 589 Cartography
Geog. 590 Maps and Photographic Interpretation
Sci. 575 The Growth of Science and Its Concepts I
Sci. 576 The Growth of Science and Its Concepts II
Bio. 548 Plant Ecology
Bio. 551 Taxonomy of Plants
Bio. 553 Principles of Animal Taxonomy
Bio. 556 Animal Ecology'
OR
B. Evolution of Earth Science Thinking - 2 credits (New Course)
AND
C. Seminar minimum 1 semester - 1 credit
IV. Electives
A. Departmental consent required for any course work taken.
B. Geoscience Department offerings:
1. Oceanography
a. Courses available at the Consortium, Marine Science 500, 3 cr.
2. Astronomy
a. Astronomy, one level above core
b. Operation of the Planetarium
3. Geology
a. GS 507 Life of Geologic Past g. Geol 521 Mineralogy
b. GS 505 Earth Materials h. Geol 522 Petrolog>-
c. GS 506 Earth Deformation i. Geol 524 Glacial Geology
d. Geol 510 Pa. Geology j- Geol 527 Geomorphology
140 / GRADUATE SCHOOL AT INDIANA
e. Geol 518 Econ. Mineral Deposits k. Geol 530 Paleontology
f. Geol 520 Crystallography
a. Problems in Geoscience
b. Field and Laboratory Investigations in Geoscience
c. Curriculum Materials in Geoscience
d. Thesis Research
V. Summary
Core Courses
Oceanography
Meteorology
Astronomy
Geology
4Cr.
4Cr.
4Cr.
3Cr.
SUB TOTAL
15 Cr.
Additional Required Courses
Interdisciplinary course
or
Earth Science Thinking
2Cr.
Seminar
1 Cr.
SUB TOTAL
3Cr.
Optional courses
Thesis
6Cr.
4Cr.
Elements of Research
2Cr.
SUB TOTAL
12 Cr.
TOTAL
30 Cr. n.
30 Cr. minimum requirement
COURSE DESCRIPTIONS
Geos 503 Earth Processes 3 s.h.
A study of the processes operating on the crust of the earth in the present
and in the geologic past. Emphasis will be upon formation, alteration,
transportation and distortation of the materials making up the known portion of
the earth.
Geos 504 Earth History 3 s.h.
Designed to present to the student an understanding both of the underlying
principles used in deciphering earth history as well as the geologic development
of North America through geologic time.
Geos 505 Earth Materials 2 s.h.
A study of the concentration of elements which make up the earth, the
formation of stable compounds called minerals from the available elements and
the aggregation of minerals to form rocks.
Geos 506 Earth Deformation 2 s.h.
Study of the deformation structures of the earth's crust and the principles
and processes involved in their genesis.
Geos 507 Life of the Geologic Past 2 s.h.
Designed to acquaint students with the basic morphologic features of
invertebrate fossils and an understanding of their relative abundance and
importance in the geologic past.
Geol 519 Crystallography 2 s.h.
Designed for the geologist, chemist, and physicist. Minerals are studied
utilizing common field and X-ray notation. External and internal morphology is
PROGRAM CURRICULA / 141
GEOSCIENCE
examined. Stereographic projection techniques are applied. Prerequisites: Funda-
mentals of Mathematics, plus Mineralogy or Physical Chemistry, or permission of
instructor.
Geol 520 Pennsylvania Geology 2 s.h.
The study of basic geologic materials, principles and processes as exemplified
by the Commonwealth of Pennsylvania. Pennsylvania is characterized by a
classic geosynclinal mountain range which illustrates rock types, structures and
geomorphic development which are likely to be encountered in many regions.
Hence, the course will broaden the student's background in generally applicable
geologic principles as well as develop a working knowledge of the particulars of
Pennsylvania geology, which would be especially advantageous to Earth Science
teachers in Pennsylvania and neighboring states.
Geol 521 Mineralogy 2 s.h.
A workshop in the study of and identification of minerals, the theory of
mineral formation and structure, and mineral relationships. Simple chemical and
physical techniques will be used for mineral identification. Prerequisite: Physical
Geology or General Chemistry.
Geol 522 Petrology 2 s.h.
A study of rock phyla and their chemical and spatial relationships in the
earth. Special attention is given to the genesis, mineral composition, and
classification of the rock types. The ecology of igneous, sedimentary, and
metamorphic rocks is studied in detail. Prerequisite: Mineralogy.
Geol 524 Glacial Geology 2 s.h.
A study of the phenomenon of glaciation, including the study of glacial
movement, glacial deposits, and an investigation of possible causes of glaciation.
A working acquaintance with glacial land forms is provided by means of field
trips to the glaciated region of N. W. Pennsylvania.
Geol 527 Geomorphology 2 s.h.
A study of landforms and the processes and principles that govern both their
origin and their subsequent development. Prerequisite: Structural Geology.
Geol 530 Invertebrate Paleontology 2 s.h.
A morphological study of the major invertebrate life forms of the geologic
past and their distribution in space and time. Prerequisite: Historical Geology or
Zoology.
Geol 535 Economic Mineral Deposits 2 s.h.
In the light of today's industrial society and the current interest in earth
environment and ecology, a knowledge of the earth's mineral resources is not
only highly advantageous, it is practically a necessity particularly for a
competent earth science teacher or a student of the environmental sciences. This
course deals with the study of economic mineral deposits, both metallic and
nonmetallic, with regard to processes of formation, methods of extraction (such
as mining; drilling methods), methods of treatments and uses.
Geos 541 The Solar System 2 s.h.
A study of the characteristics and behavior of the planets and their satellites,
asteroids, meteors, comets, and other phenomena of the solar system. One of
the major topics will be to investigate and criticize several of the theories of its
origin. It will require some treatment of celestial mechanics but will not require
a background of calculus.
Geos 542 The Sidereal Universe 2 s.h.
A study of the characteristics and classification of the stars, their assemblage
in groups and galaxies and their evolution. Techniques of gathering data are
examined to gain an understanding of the role of the telescope, spectroscope and
142 / GRADUATE SCHOOL AT INDIANA
photometer in astronomical research. Laboratory exercises and night observa-
tions are a part of the course. Credit will be given only to those for whom the
course represents an area of study for which credit has not previously been
recorded.
Geos 550 Operation of the Planetarium 1-2 s.h.
Designed to give directed study in the use and operation of the Spitz
planetarium. The student will learn to: (1) select and present topics of
astronomy for various educational levels through the medium of the plan-
etarium, (2) make planetary setting adjustments of the instruments, (3) perform
minor maintenance of the instrument, and (4) coordinate all aspects of program
and instrument capability in the presentation of classroom instruction and
public planetarium shows. Either an instructional program or a show for a public
group will demonstrate accomplishment of the above objectives. Prerequisites:
Minimum of one previous year of study in astronomy including both the Solar
Family and Sidereal Universe or ability to demonstrate a comparable proficiency
by examination.
Geos 561-562 Oceanography I and II 2-4 s.h.
An introduction to the physical, chemical, biological and geological nature of
the ocean. Physical properties, distribution of variables, mass and energy
budgets. Water masses and their circulation T-S diagrams. Dynamical aspects of
waves, tides, and currents. Common instruments in use. Elementary discussion
of primary production, basic chemical reactions, and the primary geological
features of the sea floor. Oceanography I is a prerequisite to Oceanography II.
Both courses require a five day field trip to the Pennsylvania Consortium of
Marine Science field station at Lewes, Delaware. Lectures, readings, term paper,
laboratory and field trip. Permission of instructor required for course registra-
tion.
Geos 571 Meteorology 2 s.h.
Basic and advanced considerations of the physical processes of the atmos-
phere. Basic parameters. Common instruments in use. Composition and structure
of the atmosphere. Heat budget. Radiation laws, stability characteristics,
isentrophic analysis, cloud and rain physics. Circulation patterns, storm
structures and atmospheric electricity. Lectures, readings, term paper, lab-
oratory. Permission of instructor required for course registration.
Geos 581 Problems in Geoscience 1-2 s.h.
Designed to provide the student with an opportunity to study an area of
astronomy, geology, meteorology, or oceanography not available in regular
course offerings. The topic of study will be selected in consultation with one's
major adviser to enhance the student's avowed program.
Geos 591 Field & Laboratory Investigations in Geoscience 1-4 s.h.
Provides the opportunity for doing laboratory or field research in an assigned
area of astronomy, geology, meteorology or oceanography. The problem will be
defined and evaluated in consultation with the student's major adviser and the
professor guiding the particular study. A maximum of four credits may be
earned in the master's program and might be taken in segments or as one larger
study. A written report summarizing the background information, research
activity, and results will terminate each course requirement.
PROGRAM CURRICULA / 143
HEALTH AND PHYSICAL EDUCATION
HEALTH AND PHYSICAL EDUCATION
C. A. Godlasky, Chairman
John Chellman, Dean, School of Health Services
Charles A. Godlasky Kdward L. Sloniger
Eugene E. Lepley Louis Sutton
Edward Mileff Lawrence R. Tucker
COURSE DESCRIPTIONS
HP 521 Advanced Seminar in Health and Safety 2 s.h.
Provides the student with current health and safety information and defines
its relation to the needs of the school child, the home, the community, and the
school. Emphasizes the application of health and safety instruction to the
modern principles of education, and provides concrete materials to help plan and
implement an effective health and safety instructional program. The course is
geared toward the particular health and safety problems that relate to the
students in the class.
Credit for this seminar may be used in the general studies area of the
elementary curriculum and, subject to the approval of the department chairman
or program adviser, as an elective in all other programs. (Tucker)
HP 530 Workshop in Community School Health Education 2 s.h.
This workshop is concerned with school, community and public health as
they relate to the interests of the workshop participants. Areas studied include
mental health, nutrition, dental health, physical education, health services,
environmental health, changing health patterns and health statistics. Teaching
methods, special projects, consultations, visitations, discussions and sources of
information and materials will be considered.
Credit for this workshop may be used in the general studies area of the
elementary curriculum and, subject to the approval of the department chairman
or program advisor, as an elective in all other programs. (Mileff, Tucker)
(New Course) Drug Education 2 s.h.
Drug use and misuse education in the school and community. A study of
educational approaches to the prevention of drug abuse including tobacco,
alcohol, narcotics and other commonly abused drugs.
(New Course) School Safety Programs and Procedures 2 s.h.
The components of a comprehensive school safety program are considered
individually and collectively. Legal requirements, WTitten policies, personnel,
maintenance, hazard identification, liability, instruction, emergency care, school
transportation, supportive agencies, as they all comprise and contribute to a
unified program.
144 / GRADUATE SCHOOL AT INDIANA
HISTORY
Clyde C. Gelbach, Chairman
Irwin Marcus, Director Graduate Studies
Charles Cashdollar Joseph Mastro
Steven Cord Jane S. Mervine
Ronald Ferguson Larry C. Miller
Ernest B. Fricke Edgar Moore
Thomas D. Goodrich James M. Oliver
E. Samuel Hatfield J. Merle Rife
John F. Kadlubow^ski John R. Sahli
Dale E. Landon W. Wayne Smith
Steven Klein Dorothy C. Vogel
Neil B. Lehman George T. Wiley
The Master of Arts Degree in History is designed to give students both
breadth and depth in that academic discipline. As a terminal degree it prepares
teachers for the secondary schools and community colleges. Students seeking
scholarships and fellowship opportunities for work elsewhere beyond the
master's degree should consult the Director of Graduate Studies within the
department, Dr. Irwin Marcus. All programs of study are to be approved by him,
or the departmental chairman.
It is imperative that graduate students schedule SS 510, Research Meth-
odologies in the Social Sciences, early in their graduate program. This course
must be completed before seminar work may be scheduled.
CURRICULUM FOR MASTER OF ARTS DEGREE IN HISTORY
Students working toward the Master of Arts degree in History will complete a
minimum of 30 semester hours of work in accordance with the following
divisions:
I. Subject Matter Concentration (14-22 s.h.)
Hist 501 Historiography (Required) 2 s.h.
Hist 511 Readings in History 2 s.h.
Hist 512 Readings in History 2 s.h.
Hist 531 Economic and Social History of Pennsylvania 2 s.h.
Hist 532 U.S.— British Commonwealth Relations 2 s.h.
Hist 534 Recent U. S. History 2 s.h.
Hist 541 Modern European Problems 2 s.h.
Hist 542 Contemporary Latin American Problems 2 s.h.
Hist 543 Modern Asian — African Problems 2 s.h.
Hist 546 History of Europe, 1815-1914 2-3 s.h.
Hist 552 History of England to 1688 2-3 s.h.
Hist 553 History of England, 1688 to Present 2-3 s.h.
Hist 554 History of Russia to 191 7 2-3 s.h.
Hist 555 History of Soviet Russia 2-3 s.h.
Hist 590 Social and Intellectual History of the
United States to 1875 2-3 s.h.
Hist 591 Social and Intellectual History of the
United States Since 1875 2-3 s.h.
II. Related Fields (0-8 s.h.)
Up to 8 s.h. in related fields may be elected by the student with the prior
approval of his adviser or departmental chairman.
PROGRAM CURRICULA / 145
HISTORY
III. Research (8 s.h.)
The normal research requirement will involve SS 514, Research Meth-
odologies in Social Science, and three history Seminars. Students who demon-
strate special ability in a history seminar may, with the recommendation and
supervision of the instructor, write a thesis carrying 2-4 additional semester
hours credit to complete the research requirement. Students attending the Uni-
versity on a full-time basis may request substitution of a course for one of the
three seminars.
SS 514 Research Methodologies in Social Science
(Required) 2 s.h.
Hist 521 History Seminar (Prerequisite) 2 s.h.
Hist 522 History Seminar (Prerequisite! 2 s.h.
Hist 544 History Seminar (Prerequisite) 2 s.h.
Grad 550 Thesis 2-4 s.h.
COURSE DESCRIPTIONS
Hist 501 Historiography 2 s.h.
An introduction to the various schools of historical writing with some con-
sideration of the leading practitioners. Required of all history M.A. candidates.
(Staff)
Hist 510 Seminar in Community College Teaching 2 s.h.
Designed especially to prepare Community College instructors through an
emphasis on the objectives, materials, techniques and evaluation of general edu-
cation programs in History. Summer only. Before programming see adviser.
Hist 511 Readings in History 2 s.h.
Directed reading of significant historical materials, focused on a general topic.
(Staff)
Hist 512 Readings in History 2 s.h.
Directed reading of significant historical materials, focused on a general topic.
(Staff)
Hist 521 History Seminar 2 s.h.
Area research in the discipline, culminating in a formal paper. Prerequisite:
SS514.
Hist 522 History Seminar 2 s.h.
Area research in the discipline, culminating in a formal paper. Prerequisite: SS
514.
Hist 531 Economic and Social History of Pennsylvania 2 s.h.
Considers the economic and social background of our state with an emphasis
on regional development. The interplay of such factors as industrialization and
immigration on organizational movements will be studied through the problem
approach.
Hist 532 U.S. — British Commonwealth Relations 2 s.h.
Emphasis is placed on those aspects of United States and Commonwealth
backgrounds and policies that aid mutual understanding and international accord
in the modern world. (Gelbach)
Hist 534 Recent U.S. History 2 s.h.
An analysis of the fundamental changes in .\merican culture since 1929.
(Cord)
Hist 541 Modern European Problems 2 s.h.
Considers Europe from the economic, social, political, diplomatic, and cul-
146 / GRADUATE SCHOOL AT INDIANA
tural points of view. Attention also given to specific problems and to the role of
European powers in world affairs. (Rife, Oliver, Vogel, Ferguson)
Hist 542 Contemporary Latin American Problems 2 s.h.
A study of the major cultural, economic political, and related problems
currently confronting the Latin American counties. (Moore)
Hist 543 Modern Asian-African Problems 2 s.h.
To understand better the nature and problems of a large portion of the
non-Western world the emphasis will be placed upon an analysis of con-
temporary, social, economic, and political developments in selected areas of Asia
and Africa. (Goodrich)
Hist 544 History Seminar 2 s.h.
Area research in the discipline considering various facets of a central
problem. Prerequisite: Research Methodologies in Social Science. (Staff)
Hist 546 History of Europe: 1815-1914 2-3 s.h.
A comprehensive study of the factors contributed by the European people in
their national organization through their political, social, and economic
activities. The understanding of these casual and intergroup relationships are
basic to analysis and interpretations of the European world today. (Oliver, Rife)
Hist 552 History of England to 1688 2-3 s.h.
A survey of the growth of the English nation with emphasis on the political,
social, and economic developments leading to the 17th century conflicts be-
tween Crown and Parliament. (Landon)
Hist 553 History of England 1688 to Present 2-3 s.h.
A survey of the growth of England as a democratic constitutional monarchy.
Attention is directed to the industrial revolution and to imperial expansion, and
to England's role in the 20th century' world. (Wiley)
Hist 554 History of Russia to 1917 2-3 s.h.
A general survey of Russian history culture, and institutions. Special con-
sideration is given to the study of those historical forces which were formative of
the Revolution in 1917. (Kadlubowski)
Hist 555 History of Soviet Russia 2-3 s.h.
A general survey of contemporary Soviet history, culture, and institutions.
Special consideration is given to the study of communist theory and its place in
current Russia historiography. (Kadlubowski)
Hist 590 Social and Intellectual History of the
United States to 1875 2-3 s.h.
A study of the social and intellectual factors which helped to shape the
nation up to the time of Henry George. (Cashdollar)
Hist 591 Social and Intellectual History of the
United States Since 1875 3 s.h.
An analysis of the cultural forces which have helped to shape modern
America. Ways of living characteristic of certain periods will be studied, together
with the more significant social-reform movements and their attendant systems
of thought. (Cashdollar)
PROGRAM CURRICULA / 147
HOME ECONOMICS
HOME ECONOMICS EDUCA 1 ION
Ruth Browning, Chairman
Ruth Anderson Lois Rupert
Patricia Bell Satya Sharma
Louise Fernandez Ronald K. Simkins
Kathleen Jones Donna Streifthau
Alma Kazmer Allen Woods
Yu-Chen Liu
The Graduate Program in Home Economics Education leads to a Master of
Education Degree. The program is designed for students who wish to take
advanced work beyond the bachelor's degree and to become better qualified for
home economics education positions in teaching and supervision.
For admission into this curriculum a student must have completed a
baccalaureate degree in home economics with major in home economics
education or with a minimum of 35 semester hours of home economics, 19
semester hours in education, including home economics education and student
teaching, and a minimum of 3 semester hours in educational psychology. The
degree must be from an approved institution.
Food Service majors who have a B.S. degree from an approved institution
may be admitted to this program. Graduates from this program with a Food
Service and Nutrition background will not be qualified to teach in the public
schools nor will this degree help them to meet state certification requirements
for teaching Home Economics. However, students can become better qualified
for leadership positions in their area of specialization.
Each student admitted to the Graduate School will be assigned a faculty
adviser by the Chairman of the Department. This adviser will help the student
plan a program of study. Any deviation from the degree requirements shall have
the written approval of the adviser and the Department Chairman.
A thesis is required. The selection of and the proposal for the research shall
be approved by the adviser and other members of the student's Graduate
Committee. The research shall be carried on by the student under the direction
of the research adviser and/or committee members.
CURRICULUM FOR THE
MASTER OF EDUCATION DEGREE
Students working for this degree will complete 30 or more semester hours of
work. Dual level courses taken on the undergraduate level cannot be repeated on
the graduate level for graduate degree credit. Courses should be selected in
accordance with the following divisions:
L Subject Matter Concentration — 8 or more semester hours from two or more
phases of home economics to be selected from the following or other courses
approved by adviser:
Human Development and the Family
HE 521 Problems in Family Living 2 s.h.
HE 522 Seminar in Human Development 2 s.h.
HE 523 Field Work in Family Life or Human Development . 2 s.h.
*HE 525 Study Tour in Family Life or Child Development . 1-6 s.h.
Clothing and Textiles
HE 530 Clothing and Human Behavior 2 s.h.
148 / GRADUATE SCHOOL AT INDIANA
HE 531 Creative Clothing 2 s.h.
HE 532 Recent Developments in Textiles 2 s.h.
*HE 533 Study Tour 1-6 s.h.
Foods and Nutrition
HE 540 Advanced Human Nutrition 2 s.h.
HE 541 Gourmet Foods 2 s.h.
HE 542 Contemporary Issues in Foods and Nutrition 2 s.h.
*HE 543 Educational Study Tour in Foods 2-6 s.h.
Home Management and Family Economics
HE 551 Seminar in Home Management and
Family Economics 2 s.h.
Housing
HE 560 Problems in Housing and Interior Design 2 s.h.
HE 561 Household Equipment and Appliances 2 s.h.
*2-4 hours of tour courses in any area may apply toward degree
requirements.
II. Foundations of Education — One course must be selected from these
offerings:
FdEd 511 Historical Foundations of Education 2 s.h.
FdEd 512 Philosophical Foundations of Education 2 s.h.
FdEd 513 Social Foundations of Education 2 s.h.
III. Thesis — A thesis is required of each student.
Grad 550 Thesis 2-4 s.h.
IV. Home Economics Education — 12 or more semester hours are to be selected
from the follow^ing or other approved courses:
HE 570V Vocational Education — Home Economics in
American Education 3 s.h.
**HE 571V Curriculum Development in Home Economics . . 3 s.h.
**HE 572V Evaluation in Home Economics 3 s.h.
HE 573V Supervision and Administration in
Home Economics Education 3 s.h.
HE 574V Seminar in Home Economics Education 3 s.h.
HE 575V Home Economics in Higher Education 3 s.h.
HE 577V Independent Study in Home Economics Education 3 s.h.
***HE 578V Research in Home Economics Education 3 s.h.
**Each student must take either HE 571V or HE 572V. Students are
encouraged to take both.
***Required of every student.
V. General and Related Studies — 2 or more semester hours to be selected from
the following courses or from others approved by adviser:
SS 521 Contemporary American Issues 2 s.h.
Soc 565 Adolescent in American Society 3 s.h.
Grad 516 Statistical Methods I 2 s.h.
Psy 530 Psychology of Growth and Development 2 s.h.
Ed 540 Supervision and Student Teaching 2 s.h.
LRes 540 Preparation of Learning Resources 2 s.h.
Grad 521 Teaching in Adult Education 2 s.h.
FdEd 515 Decision-Making in Curriculum Development 2 s.h.
PROGRAM CURRICULA / 149
HOME ECONOMICS
COURSE DESCRIPTIONS
HUMAN DEVELOPMENT AND THE FAMILY
HE 521 Problems in Family Living 2 s.h.
Kmphasis is placed on solving problems created by social change. New
knowledge from science, medicine, sociology, economics, art, and psychology is
utilized to improve family living. Problems concerned with food, clothing,
shelter, management, and family relationships are investigated. (Open to majors
and non-majors.)
HE 522 Seminar in Human Development 2 s.h.
Pertinent literature dealing with aspects of human development is critically
reviewed and analyzed. An intensive study of a selected topic or problem related
to human development is required of each student. (Permission of instructor for
non-majors.)
HE 523 Field Work in Family Life or in Human Development 2 s.h.
Designed to study individual and family interaction. Methods of working with
various types of families through an analysis of research, scientific literature, and
community programs are studied. Advanced graduate students plan and
participate in laboratory-type work with individual families. (Permission of
instructor for non-majors.)
HE 525 Study Tour in Family Life or Child Development 1-6 s.h.
An opportunity to observe the child or family social structure and values in
relation to the cultural background and economic conditions. Culture, class and
ethnic variations in the family and kinship systems are examined, emphasizing
the relationships to international relations and family life education.
CLOTHING AND TEXTILES
HE 530 Clothing and Human Behavior 2 s.h.
Emphasis is placed on understanding factors affecting clothing decisions of
differing individuals and families. Cultural, social, psychological and economic
influences are considered. Concepts from anthropology, sociology, psychology
and economics are explored in studying the relation of clothing to human
behavior.
HE 531 Creative Clothing 2 s.h.
Factors that influence clothing design and sources of design inspiration are
investigated. Lines, shapes, colors and textures are studied in relation to the
creation of clothing to fit the human body. The effects of fabric finishes,
drapability, and dimensional stability on design are explored. Two major
projects required.
HE 532 Recent Developments in Textiles 2 s.h.
Designed to acquaint the student with new developments in textiles as they
affect the consumer. Emphasis is placed on understanding factors involved in the
selection, use, and care of new fibers, fabrics, and finishes.
HE 533 Study Tour 1-6 s.h.
Provides visits to establishments concerned with the production of consumer
goods. Fashion houses, designer salons, textile mills, apparel industries, cottage
industry centers, retail stores, museums, investment houses, and research centers.
An effort is made to study the production of the area in the light of the social,
political, and economic climate of the area.
150 / GRADUATE SCHOOL AT INDIANA
FOODS AND NUTRITION
HE 540 Advanced Human Nutrition 2 s.h.
Nutritional needs and problems occuring at different stages in the life cycle
are studied: pregnancy, infancy, early childhood, adolescence, aging.
HE 541 Gourmet Foods 2 s.h.
An investigation, analysis, and interpretation of the art and science of
cooking as influenced by historical, racial, religious and social customs. Both
foreign and domestic gourmet cookery are studied. Laboratory experiences are a
part of the course.
HE 542 Contemporary Issues in Foods and Nutrition 2 s.h.
Contemporary issues in foods and nutrition are reviewed and analyzed.
Current information is evaluated for its reliability.
HE 543 Educational Study Tour in Foods 2-6 s.h.
Options presented on a rotating basis: U.S.A., European, Oriental.
A comprehensive program of directed activities provides students with an
opportunity to gain first-hand knowledge of the growing, processing, and
preparation of foods. Food markets, processing plants, catering schools, famous
restaurants where typical nationality foods are served, and the like, are visited.
Significant historical and cultural influences on foods of the area visited are
studied.
Topics discussed include: socio-economic factors, family wants and resources,
decision-making and improving family consumption patterns.
HOME MANAGEMENT AND FAMILY ECONOMICS
HE 551 Seminar in Home Management and Family Economics 2 s.h.
Newer concepts and developments in the areas of home management and
family economics are studied. Recent research in these fields is reviewed. Topics
discussed include: socioeconomic factors, family wants and resources, decision-
making, and improving family consumption patterns.
HOUSING AND INTERIOR DESIGN
HE 560 Problems in Housing and Interior Design 2 s.h.
The influences which contribute to the design of the modem home and its
furnishings are investigated. Housing needs are studied in relation to st^es in the
family-life cycle.
HE 561 Household Equipment and Appliances 2 s.h.
Modern appliances and household equipment are studied in terms of materials
used, methods of construction, and principles of operation and care. Various
appliances are evaluated for their efficiency and usefulness.
EDUCATION COURSE DESCRIPTIONS
HE 570V Home Economics in American Education 3 s.h.
The present status of home economics is reviewed in terms of the history and
philosophy of the profession. The role and contribution of home economics in
PROGRAM CURRICULA / 151
HOME ECONOMICS
relation to the total educational program at the elementary, secondary,
post-secondary levels is discussed. Trends and issues critical to the future of
home economics are investigated.
HE 571V Curriculum Development in Home Economics Education 3 s.h.
The various tasks and processes of curriculum development are reviewed and
analyzed. Special attention will be given to making realistic curriculum decisions
and using innovative procedures in developing the home economics curriculum.
HE 572V Evaluation in Home Economics 3 s.h.
A study of the nature and scope of evaluation in contemporary home
economics programs. A variety of evaluative methods and techniques designed to
measure a comprehensive range of home economics educational objectives are
studied. Special attention is given to the use and construction of teacher-made
tests and evaluative devices.
HE 573V Supervision and Administration in
Home Economics Education 3 s.h.
Deals with the principles, methods, and techniques of supervision in home
economics education. Special attention is given to basic concepts in supervision
such as human relations, the communication process, decision-making, leader-
ship strategies, and the role of action-research in improving school practices in
home economics.
HE 574V Seminar in Home Economics Education 3 s.h.
The student plans and conducts an intensive investigation and analysis of the
major literature and research related to a selected topic or problem. Selected
educational problems are dealt with through evaluation and interpretation of
current and classical research.
HE 575V Home Economics in Higher Education 3 s.h.
Contemporary programs of home economics at the college level are studied
and evaluated in terms of major issues, trends, and problems in higher education
and professional home economics. Problems of curriculum development,
effective teaching, guidance, and evaluation are emphasized.
HE 577V Independent Study in Home Economics Education 3 s.h.
Students select one or more current problems or significant topics in home
economics education for investigation and meet with an assigned staff member
for guidance and supervision. Independent reading, study, analysis, and
evaluation are emphasized. Where appropriate, special attention will be given to
the use of research methods and experimentation in problem solving. Group
meetings required once a month in addition to individual conferences.
(Registration only by permission of Department Chairman.)
HE 578V Research in Home Economics Education 3 s.h.
Methodology of research is introduced and studied in terms of research
problems. Reports by home economics, behavioral science, and education
researchers are analyzed and evaluated. This course is designed to assist the
student in defining a thesis. It is recommended that the student complete HE
571V before scheduling this course.
152 / GRADUATE SCHOOL AT INDIANA
LEARNING RESOURCES AND MASS MEDIA
Daniel V. Mattox, Jr., Chairman
Jack Lavenburg, Director of Graduate Studies
Lawrence D. Bergman William E. McCavitt
Ronald A.Juliette J. Robert Murray
Merle G. Klinginsmith Norman W. Sargent
Donald M. Maclsaac
In the graduate program of the department of Learning Resources and Mass
Media the student may choose among the following goals:
L A Masters of Education degree in Instructional Media
2. A certificate as an Instructional Media Specialist
3. Advanced professional training in the field of Learning Resources and Mass
Media either in conjunction with, or separate from, the pursuit of a
graduate degree in some other academic discipline.
By careful structuring of the program it is possible for the student to obtain
both the Masters of Education degree and the Instructional Media Specialist
Certification concurrently.
MASTER OF EDUCATION IN INSTRUCTIONAL MEDIA
Admission Requirements — In addition to meeting the requirements for
admission to the Graduate School, the student must take the GRE
and obtain a minimum combined aptitude and advanced test score which will
have been established by the department. Students wishing to transfer from
another graduate program at Indiana to this program must have at least a B
average in graduate courses taken here. Also, the student shall secure from the
departmental Director of Graduate Studies necessary application forms. The
applicant will then be asked to come for an interview with the departmental
Graduate Committee and if accepted, an adviser will be appointed and a
tentative program planned. The course LRes 500 Seminar in Learning Resources
may be recommended to students who have not had a recent course in
Audio-Visual Education or who desire an introductory course in Learning Re-
sources, but it may not be applied for credit for the master's degree.
After completion of at least eight semester hours and before 12 semester
hours, the student will make formal application to the Graduate School and to
the departmental graduate committee for admission to candidacy for a master's
degree. The candidate must have at least a B average in graduate courses taken at
Indiana, including either the course Psy 536 Psychology for Learning or EdPsy
502 Advanced Educational Psychology, Grad 515 Elements of Research, and at
least two courses from the Learning Resources Curriculum. He may then be
asked to appear before the departmental Graduate Committee.
Further requirements for completion of the Master's degree include com-
pletion of a thesis, an internship, and evidence of at least one year successful
teaching experience or equivalent work experience in a media center or some
aspect of media acceptable to the Graduate Committee. A minimum of 30
semester hours is required for the degree.
I. Learning Resources Concentration 16-20 s.h.
A. Required Courses 6-8 s.h.
LRes 515 Role of Learning Resourses-Theoretical
and Research Foundations 2 s.h.
LRes 560 Management of Learning Resources Programs 2 s.h.
LRes 569 Internship Program for Learning Resources Specialists . 2-4 s.h.
PROGRAM CURRICULA / 153
LEARNING RESOURCES AND MASS MEDIA
B. Electives8-12 s.h.
LRes 501 The Classroom Use ol Motion Pic turcs 2 s.h.
LRes r)()2 Froj^rammcd Learning in Kducation 2 s.h.
LRes .50.'5 Writing lor A-V Prodiu lion 2 s.h.
LRes .504 Foundations ol Broadcasting 2 s.h.
LRes 506 Evaluation of Research in Lciucational
Effectiveness of Mass Media 2 s.h.
LRes 507 Seminar of Current Frcjblcms in Broadcasting 2 s.h.
LRes 508 Advanced Techniques in Utilization of Learning Labs. . . 2 s.h.
LRes 530 Classification and Cataloging of Learning Rcscjurces ... 2 s.h.
LRes 540 Preparation of Learning Resources 2 s.h.
LRes 543 Slide and Filmstrip Production for Education 2 s.h.
LRes 544 Beginning Cinematography for Education 2 s.h.
LRes 545 Advanced Motion Picture Production for Education ... 2 s.h.
LRes 546 Motion Picture Production Workshop 2 s.h.
LRes 547 Animation 2 s.h.
LRes 548 Writing for Radio and Television 2 s.h.
LRes 549 Television Production and Direction 2 s.h.
LRes 550 Advanced Audio Recording Technicjues 2 s.h.
LRes 568 Research Methods and Theory in Learning Resources . . 2 s.h.
LRes 571 Photographic Fundamentals for Educational Materials . . 2 s.h.
IL Related Studies 8-10 s.h.
A. Required 6 s.h.
EdPsy 502 Advanced Educational Psychology 2 s.h.
OR
EdPsy 536 Psychology for Learning 2 s.h.
AND
CSci 501 Computer Programming for Research 2 s.h.
Grad 516 Statistical Methods I 2 s.h.
B. Electives 2-4 s.h.
Grad 517 Statistical Methods II 2 s.h.
EdPsy 521 Diagnosis and Remediation of Learning Disabilities . . 2 s.h.
EdPsy 576 Advanced Studies in Behavior Problems 2 s.h.
Ed 507 Instructional Materials in Reading for
Children and Youth 2 s.h.
ElEd 531 Curriculum Problems in Elementary Education 2 s.h.
ElEd 551 Recent Innovations in Elementary Education 2 s.h.
EIEd 555 Recent Trends in Human Development and Learning. 2 s.h.
CSci 502 Computers in Education 3 s.h.
PolS 580 Public Opinion 2 s.h.
Psy 530 Psychology of Growth and Development 2 s.h.
Psy 568 Acivanced Learning Theories 2 s.h.
SS 510 New Approaches in Social Science Education 2 s.h.
III. Foundations of Education 2 s.h.
FdEd 511 Historical Foundations of Education 2 s.h.
FdEd 512 Philosophical Foundations of Education 2 s.h.
FdEd 513 Social Foundations of Education 2 s.h.
FdEd 515 Decision-making in Curriculum Development 2 s.h.
IV. Research Techniques 2 s.h.
Grad 515 Elements of Research 2 s.h.
V. Thesis 2-4 s.h.
Grad 550 Thesis 2-4 s.h.
154 / GRADUATE SCHOOL AT INDIANA
CERTIFICATION AS AN INSTRUCTIONAL MEDIA SPECIALIST
The Specialist Certificate in Instructional Media may be awarded to students
who hold a permanent college certificate valid for elementary or secondary
education and who complete 24 semester hours of graduate work in the cur-
riculum of Learning Resources and Mass Media and related subjects. With the
approval of an adviser, each student will select a balance of courses from the
following areas: learning theory relative to learning resources and com-
munications (LRes 500-515); fundamentals of library science (LRes 530); pro-
duction and utilization of Learning resources (LRes 540-550); and organization
and operation of learning resources centers (LRes 560-569).
Students not in the educational profession (i.e., Business or Industry) and who
otherwise meet the admission requirements of the Graduate School may pursue
the program for Instructional Media Specialist and upon completion of the
requirements may be granted a special Certificate of Proficiency in Instructional
Media by the University.
COURSE DESCRIPTIONS
LRes 500 Seminar in Learning Resources 2 s.h
An introductory course to the area of Learning Resources. Major emphasis
will be placed upon the differences among learning materials, learners and
teaching methods. The student will have the opportunity to do literary research
for a better understanding of how learning resources are related to the learning
process in our modern society. (Mattox, Lavenburg)
LRes 501 The Classroom Use of Motion Pictures 2 s.h.
Develops a basis for the critical evaluation of films for various educational
purposes. Emphasis will be placed upon an understanding of production
techniques, stereotypes, prejudices, and misconceptions which influence the
quality of educational films, and upon the methods of selection, acquisition,
evaluation and distribution of films. (Maclsaac)
LRes 502 Programmed Learning in Education 2 s.h.
Will cover historical development theory and philosophy, audio instructional
equipment, programmed texts, theories of programming, types of programs
available, analysis and evaluation of research. (Sargent)
LRes 503 Writing for A-V Production 2 s.h.
Provides an introduction to script writing for films and filmstrips. Various
styles and techniques of writing will be analyzed and each student will be
expected to experiment with the techniques presented. Emphasis will be placed
on writing and upon criticism, in class, of student script. (Maclsaac)
LRes 504 Foundations of Broadcasting 2 s.h.
An examination of the historical, legal, and economic aspects of modern
broadcasting. Extensive readings in fundamental theory and a study of current
station and network practices, educational as well as commercial. (McCavitt)
LRes 506 Evaluation of Research in Educational
Effectiveness of Mass Media 2 s.h.
Will offer the opportunity to examine and evaluate the research and research
findings of significant studies and summaries of studies in areas of mass media.
Only the educational implications of the studies will be considered. Students
may have the opportunity to concentrate upon one area of interest, as motion
pictures, television, radio, journalism, etc. (Mattox)
LRes 507 Seminar of Current Problems in Broadcasting 2 s.h.
An examination of current developments in the field. The national press and
trade publications are used as texts and some experience is given in locating the
PROGRAM CURRICULA / 155
LEARNING RESOURCES AND MASS MEDIA
sources of much needed and frequently used television information. (McCavitt)
LRes 508 Advanced Techniques in Utilization of Learning
Laboratories 2 s.h.
Will investigate the use of language labs in all areas of the curriculum, the use
of dial access retrieval systems, computer based instruction, and other self-
instructional techniques. (Sargent)
LRes 509 Programming of Multi-Media Materials 2 s.h.
Will investigate practical ways of combining a variety of media into an
effective teaching-learning situation. Quliette)
LRes 515 Role of Learning Resources — Theoretical and
Research Foundations 2 s.h.
Examines the role of perception as it pertains to sensory experiences and inner
cognitive processes in relationship to maturation, goals and drives, and environ-
ment. Seeks to relate psychological processes to learning resources, with
emphasis on the newer media. (Lavenburg)
LRes 530 Classification and Cataloging of Learning Resources 2 s.h.
Principles of classifying and cataloging learning resources, such as motion
pictures, video tapes, filmstrips, slides, transparencies, disk and tape recordings,
microfilm, microcard and microfiche, flat pictures, etc. For learning resources
administrators and librarians. (Wolf)
LRes 540 Preparation of Learning Resources 2 s.h.
Introductory course to the preparation of a wide variety of classroom
materials, in which building coordinators, as well as others, can assist teachers —
lettering, coloring, mounting, bulletin boards, feltboards, and the preparation of
pictures, maps, posters, charts and graphs for projected and non-projected use.
(Klinginsmith)
LRes 542 Preparation of Transparencies 2 s.h.
Covers the various methods of producing transparencies larger than 35mm
slides starting with the Polaroid system for 3-1/4 x 4" slides as well as regular
photography; the use of photocopying machines; addition of color using a
variety of materials and techniques; methods of lettering; techniques in
transferring printed materials to transparencies; and the latest techniques and
materials available in this area of production. (Klinginsmith)
LRes 543 Slide and Filmstrip Production for Education 2 s.h.
Emphasizes the techniques of color and b/w slide preparation, duplication,
titling and binding; it will introduce the techniques necessary to produce color
filrftstrips on a commercial basis, and students will participate in the making of a
filmstrip through all stages, from script to screen. Techniques for making
home-made filmstrips will also be explored. Each student must furnish his own
35mm camera, and an acceptable exposure meter. Prerequisite: Photographic
Fundamentals. (Maclsaac)
LRes 544 Beginning Cinematography for Education 2 s.h.
Emphasis will be placed on the effective use of the motion picture camera
and editing tools to make useful, locally produced teaching films. No previous
experience is necessary, but the student should own or have access to an 8mm or
16mm camera, and an acceptable exposure meter. (Maclssac)
LRes 545 Advanced Motion Picture Production for Education 2 s.h.
This course will emphasize production planning for motion pictures,
directing, advanced picture and sound editing techniques, and the use of sound
recording and laboratory facilities. In addition to live action cinematography
titling, animation, and special effects photography will be investigated.
Prerequisite: Beginning Motion Picture Production. (Maclssac)
156 / GRADUATE SCHOOL AT INDIANA
LRes 546 Motion Picture Production Workshop 2 s.h.
Students will work as a team to shoot, edit, and sound a 16mm motion
picture under the supervision of the instructor. Each student will have the
opportunity to work variously as cameraman, assistant cameraman, director,
assistant director, unit manager, sound recordist, script secretary, editor, mixer,
etc. Prerequisites: Beginning Cinematography, Advanced Cinematography, and
Writing for A-V Production. (Maclsaac)
LRes 547 Animation 2 s.h.
Introduces a variety of motion picture animation techniques and offers
practical experience in planning and carrying out the production of animated
sequences. A wide variety of films will be viewed and discussed; experimentation
in class and through projects with filmograph, cut-out animation, puppet
animation, and full cell animation. Practice in designing, drawing, tracing, inking,
and painting cells; preparation of blackboards, use of cell-boards, animation
camera and animation stand; preparation of story boards and cue sheets;
integration of visual and sound. (Maclsaac)
LRes 548 Writing for Radio and Television 2 s.h.
For teachers, school administrators, and non-school persons interested in pub-
lic service, non-professional, or educational broadcasting. Presents theory and
practice in planning, writing, and producing various kinds of programs for
listeners in and out of schools. Educational and/or radio experience is desirable
but not required. (McCavitt)
LRes 549 Television Production and Direction 2 s.h.
An intensive laboratory course using closed circuit facilities designed to
develop skills in program production and direction. Theory and practice of
production is examined with each student expected to produce a television
program during the course. (McCavitt)
LRes 550 Advanced Audio Recording Techniques 2 s.h.
Theory and practice of recording sound for motion pictures, video tapes,
audio tapes, sound filmstrips, etc. Will use sound on sound and other special
recording techniques. (Staff)
LRes 551 Advanced Techniques in Transparency Production 2 s.h.
Will provide opportunities to design and produce complex multicolor
transparencies and simulated motion through specialized techniques. (Klingin-
smith)
LRes 560 Management of Learning Resources Program 2 s.h.
Considers the problems in setting up and managing an integrated program,
including production, selection, utilization, and management of Learning
Resources Centers; and problems of finance; function and organization of the
different services; relationships among school systems, colleges, and community
and adult groups; and evaluation standards for the various services. (Bergman,
Murray)
LRes 568 Research Methods and Theory in Learning Resources 2 s.h.
Examines research techniques for application to investigations in the areas of
learning resources administration, analysis of media content and audience
characteristics, and effects of educational and commercial communications. Also
will consider problems in writing proposals for federal research grants and for
ESEA grants. (Mattox, Lavenburg)
PROGRAM CURRICULA / 157
LEARNING RESOURCES AND MASS MEDIA
LRes 569 Internship Program of Learning Resources Specialists 2-6 s.h.
A program in which a candidate would work in a carefully planned variety of
roles in a comprehensive regional learning resources center or similar situation,
television broadcasting or closed-circuit facility, motion picture producticjn
agency, programmed learning development organization, learning resources
workshop program, little theater group, major museum or approved equivalent,
under competent university and agency supervision, and would be rated by both
the cooperating agency and the University. (Staff)
LRes 571 Photographic Fundamentals for Educational Materials 2 s.h.
Emphasis will be placed on the use of the still picture camera and the dark-
room for instructional purposes, the making of b/w negatives, 35 mm slides,
copywork, developing b/w and color film, and b/w contact printing and en-
larging. Each student must furnish his own 35mm camera and an acceptable
exposure meter. No previous photographic experience is necessary. (Maclsaac,
Mattox)
158 / GRADUATE SCHOOL AT INDIANA
MATHEMATICS
Melvin R. Woodard, Chairman
Ronald L. McBride, Director of Graduate Studies
Joseph S. Angelo Raymond D. Gibson William Rettig
Ida Z. Arms Marlin E. Hartman Dale M. Shafer
Charles Bertness John P. Hoyt Maher Y. Shawer
John Broughton Charles Maderer Jack L. Shepler
Gerald Buriok Doyle R. McBride William R. Smith
John F. Busovicki Wallace F. Morrell Elwood R. Speakman
Blaine Crooks Carl P. Oakes Merle E. Stilwell
Arlo Davis Joseph A. Peters Halley O. Willison
Donald D. Duncan James Reber Richard E. Wolfe
The degrees offered by the mathematics department are the Master of
Education Degree with a major in mathematics and the Master of Science
Degree.
The Master of Education program is designed for the secondary school
teacher. Its purpose is to provide an opportunity for the student to increase his
knowledge of mathematics and to become aware of research and innovations in
mathematics education.
The Master of Science program can be planned to accomplish one of two
purposes. It can serve as a professional degree for persons employed in positions
which require an understanding of graduate mathematics, or it can serve to
prepare the student for further graduate work in mathematics.
Upon admission to the Graduate School, each student will be assigned an
adviser in the mathematics department whose approval is required for all courses
leading to the Master's degree.
MASTER OF EDUCATION DEGREE
A minimum of 30 semester hours is required for the Master of Education
Degree. Courses taken must satisfy the following requirements:
I. With the approval of the adviser, a minimum of 18 hours of mathematics
content courses to be selected from the following list. The student is
encouraged to take a broad based program which involves one mathe-
matics course each from the areas of analysis, algebra, geometry, and
probability and statistics. Each of the following courses carries three
semester hours of credit.
Math 522 Theory of Probability
Math 524 Mathematical Statistics
Math 531 Advanced Calculus I*
Math 532 Advanced Calculus II
Math 533-534 Complex Analysis I, II
Math 535-536 Real Analysis I, II
Math 537 Differential Equations
Math 558 Number Theory
Math 559 Introduction to Abstract Algebra*
Math 561-562 Abstract Algebra I, II
Math 563 Linear Algebra
Math 571 Projective Geometry
Math 572 Affine Geometry
Math 573 Topology
Math 575-576 Foundations of Mathematics I, II
Math 590-593 Topic Seminar in Mathematics
* Required unless taken in the undergraduate program.
PROGRAM CURRICULA / 159
MATHEMATICS
2. A minimum of eight hours to be selected from the following list.
Substitution of similar or higher level courses may be approved by the
adviser. Each course carries two semester hours of credit.
Math 510 The Teaching of Junior High School Mathematics
Math 51 1 The Teaching of Senior High School Mathematics
Math 540 History of Mathematics
Math 542 Curriculum and Supervision in Mathematics
LRes 500 Seminar in Learning Resources
EdPsy 580 Studies in Pupil Adjustment
EdPsy 502 Advanced Educational Psychology
FdEd 511-515 Foundations of Education (required — only one course
may be taken for credit toward the degree)
3. The following courses are offered in the area of independent study and
research:
Math 600 Methods of Research in Mathematics 2 s.h.
Math 601 Methods of Research in Mathematics Education . 2 s.h.
Math 690 Independent Study in Mathematics 1-3 s.h.
(May apply toward requirements in (1) above with
approval of the advisor)
Grad 550 Thesis 2-4 s.h.
All students must take either Math 600 or Math 601 and the independent
study or research requirement may be completed in one of the following
manners:
a. The student may carry out some educational innovation of his own
design or of appropriate experimental design under the supervision of a
research adviser for two semester hours credit.
b. The student may write a research paper for two semester hours credit as
a result of independent study in mathematics or mathematics educa-
tion. The paper must be approved by his research adviser.
c. The student may complete a thesis in mathematics or mathematics
education to be approved by a thesis committee for two to four
semester hours credit.
MASTER OF SCIENCE DEGREE
Every candidate for the Master of Science Degree must take at least 30
semester hours of graduate work in mathematics.
1. The following courses (12 s.h.) are required for the Master of Science
Degree:
Math 533-534 Complex Analysis I, II;
or
Math 535-536 Real Analysis I, II
Math 561 Abstract Algebra 1
Math 573 Topology
2. The following courses will also be accepted for credit toward the Master of
Science Degree:
Math 522 Theory of Probability
Math 524 Mathematical Statistics I
Math 533-534 Complex Analysis I, II
Math 535-536 Real Analysis 1, II
Math 537 Differential Equations
Math 558 Number Theory
Math 562 Abstract Algebra II
Math 563 Linear Algebra
160 / GRADUATE SCHOOL AT INDIANA
Math 571 Projective Geometry
Math 672 Af fine Geometry
Math 575-576 Foundations of Mathematics I, II
Math 590-593 Topic Seminar in Mathematics
3. The following courses are offered in the area of independent study and
research:
Math 600 Methods of Research in Mathematics 2 s.h.
Math 690 Independent Study in Mathematics 1-3 s.h.
Grad 550 Thesis 2-4 s.h.
Each student is required to take Math 600. In addition the student will write
a research paper as a result of independent study for two semester hours credit
to be approved by his research adviser, or he may elect to write a thesis for two
to four semester hours credit to be approved by a thesis committee.
COURSE DESCRIPTIONS
Math 510 The Teaching of Junior High School Mathematics 2 s.h.
Explores the problems of teaching mathematics which are unique at the
junior high school level. Emphasis will be placed on a discovery, laboratory-
oriented approach to teaching. Prerequisite: Permission of the instructor.
Math 511 The Teaching of Senior High School Mathematics 2 s.h.
Topics which are discussed include: national and international forces shaping
today's mathematics programs, curriculum development and research, the art of
generating interest, the formation of concepts, proof, problem solving, general-
ization, and evaluation. Special attention is given to the teaching of topics from
algebra and calculus, and to the modern approach of teaching geometry and
trigonometry at the high school level. Prerequisite: Permission of the instructor.
Math 522 Theory of Probability 3 s.h.
Develops probability as a mathematical model. The models studied are:
Bernoulli, binomial, Poisson, hyper-geometric, uniform, Gaussian, and ex-
ponential. Distributions of sums of independent random variables are derived by
means of probability and moment generating functions. One form of the central
limit theorem is studied. A brief introduction to estimation and testing simple
hypotheses is given. Numerous practical illustrations are studied. Prerequisites:
Differential and Integral Calculus.
Math 524 Mathematical Statistics 3 s.h.
Deals with statistical estimation and testing hypotheses by means of large
sample methods. Correlation and regression are studied with the bivariate normal
distribution as the theoretical model. Numerous practical problems are included.
Prerequisites: Math 522 or its equivalent.
Math 531-532 Advanced Calculus I, II 6 s.h.
A rigorous investigation of continuity, differentiation, and integration on real
p-dimensional space. The Riemann-Stieltges integral, infinite series, and infinite
series of functions are also studied. Prerequisite: Permission of the adviser.
Math 533-534 Complex Analysis I, II 6 s.h.
Introduces the fundamental concepts of complex analysis and includes the
following topics: complex numbers, functions, sequences, analytic functions,
elementary functions, complex integration, power series, Laurent series, singular
points, the calculus of residues, infinite product and partial fraction expansion,
conformal mapping, and analytic continuation. Prerequisite: Math 531 or its
equivalent.
PROGRAM CURRICULA / 161
MATHEMATICS
Math 535-536 Real Analysis I, II 6 s.h.
Includes topics which are basic to an understanding of the classical theory of
functions of a real variable and of measure and integration theory. Prerequisite:
Math 531 or its equivalent.
Math 537 Differential Equations 3 s.h.
The existence theorems of ordinary differential equations are proved and
extended to higher dimensional spaces. Numerical methods are used to produce
approximate solutions. Singular points for autonomous differential equations are
studied. Prerequisite: Math 531, or its equivalent.
Math 540 History of Mathematics 2 s.h.
Men and ideas that have shaped the course of events in mathematics are
examined. Major attention is given to developing activities for the secondary
school mathematics classroom which incorporate the historical viewpoint.
Math 542 Curriculum and Supervision in Mathematics 2 s.h.
Basic principles underlying an effective mathematics curriculum are examined
from both a theoretical and an experimental viewpoint. The role of the
supervisor as a source of stimulation, leadership, and expertise in the teaching of
mathematics is investigated.
Math 558 Number Theory 3 s.h.
Topics include: elementary properties of divisibility, congruences, Chinese
remainder theorem, primitive roots and indices, quadratic reciprocity, Dio-
phantine equations, and number theoretic functions. Prerequisites: Differential
and Integral Calculus.
Math 559 Introduction to Abstract Algebra 3 s.h.
An introduction to basic algebraic structures such as groups, rings, integral
domains, and fields. Designed to develop the student's ability to construct
formal proofs and to work within an abstract axiomatic system. Prerequisite:
Permission of the adviser.
Math 561-562 Abstract Algebra I, II 6 s.h.
Continues the study of algebraic structures begun in previous courses.
Primary emphasis is on the development of polynomial rings, factorization, and
field extension leading up to Galois Theory. Additional topics in group theory,
ring theory, and the study of modules are included. Prerequisite: Math 559 or its
equivalent.
Math 563 Linear Algebra 3 s.h.
The theory of vector spaces and linear transformations is rigorously
developed, and applications to linear equations, determinants, and characteristic
roots are studied. Prerequisites: Math 559 or its equivalent or undergraduate
linear algebra.
Math 571 Projective Geometry 3 s.h.
This course in projective geometry serves as an introduction to Klein's
formulation of geometry of the invariant theory of a given set under a given
group of transformations and develops projective spaces of 1 and 2 dimensions
and conies and quadratic forms. Prerequisites: Undergraduate courses in linear
algebra and geometry.
Math 572 Affine Geometry 3 s.h.
A course in modem geometry which examines affine and metric geometries
based on an axiom system stated in terms of linear algebra, which leads to
important theorems of classical geometry. Prerequisites: Undergraduate courses
in linear and abstract algebra.
162 / GRADUATE SCHOOL AT INDIANA
Math 573 Topology 3 s.h.
The basic topological concepts, including some topological invariants, are
introduced with a high degree of mathematical rigor. Relationships between
topology and other disciplines of mathematics are discussed. Prerequisites: Math
531 or its equivalent.
Math 575 Foundations of Mathematics I 3 s.h.
Designed to acquaint the student with logical techniques used in proof and
writh set theory. Topics include symbolic logic, rules and inference, validity of
arguments, algebra of sets, cardinal numbers, the well-ordering property, and the
Axiom of Choice.
Math 576 Foundations of Mathematics II 3 s.h.
Properties of axiom systems are studied including consistency, independence,
and completeness for propositional calculus and first-order predicate calculus.
Prerequisites: Math 575 and at least six semester hours of graduate level
mathematics.
Math 590-593 Topic Seminars in Mathematics 3 s.h.
Topic Seminars in Mathematics include special topics which go beyond the
scope of regularly offered courses. They will be offered on the basis of student
interest and available staff. The student may take more than one Topic Seminar
with the written approval of the adviser. Prerequisite: Consent of the instructor.
Math 600 Methods of Research in Mathematics 2 s.h.
Acquaints the student with the mathematical literature and develops skill in
the use of this literature. A proposal for independent study or research will be
required. Prerequisite: At least six semester hours of graduate work.
Math 601 Methods of Research in Mathematics Education 2 s.h.
Literature in mathematics education is reviewed. Types of research, methods
of collecting data, and appropriate methods of statistical analysis are studied. A
proposal for independent study or research is prepared. Prerequisite: At least six
semester hours of graduate work.
Math 690 Independent Study in Mathematics 1-3 s.h.
An independent study under the guidance of a faculty member in some area
of mathematics which has not been studied in the student's regular courses.
PROGRAM CURRICULA / 163
MATHEMATICS FOR THE ELEMENTARY TEACHER
MATHEMATICS FOR I HE
ELEMENTARY SCHOOL TEACHER
Willard Henncmann, Director
Ronald McCoy Edwin Smith
Jo Anne Mueller Elizabeth Troxell
Mildred Reigh
This program, leading to a Master of Education Degree in Mathematics for
Elementary School Teachers, is designed to give the elementary school teacher
both depth and breadth in the mathematical concepts essential to a con-
temporary school mathematics program. The sequence of the courses listed
below will prepare the student to serve as a resource person for the elementary
school mathematics program within his school or school district. These courses
are not open to students enrolled in the M.Ed, or M.S. programs in mathematics.
Upon admission to the program each student will be assigned a course adviser
by the Chairman of the Mathematics Department. Together they will plan a
program which is best suited to the student's background and professional
aspirations. Thus, a student who has completed a concentration in mathematics
as an undergraduate would be expected to start his course work in the Subject
Matter Concentration Area with second level courses (ElMath 504 or 506), while
a student with less background would start with courses at the first level (ElMath
501 or possibly ElMath 503).
A research adviser will be assigned after consultations between the student,
his course adviser and the Chairman of the Mathematics Department. The
research adviser will then assist the student in preparing and presenting his thesis
or research project.
CURRICULUM FOR THE MASTER OF EDUCATION IN
MATHEMATICS FOR ELEMENTARY SCHOOL
TEACHERS DEGREE PROGRAM
I. Subject Matter Concentration Areas: (at least 18 semester hours of work will
be required from the following:)
A. Mathematics (at least 14 semester hours are required from this area)
ElMath 501 Basic Concepts in Mathematics I
(Elementary Majors only) 2 s.h.
ElMath 502 Basic Concepts in Mathematics II
(Elementary Majors Only) 2 s.h.
ElMath 503 Foundations of Algebra 1 2 s.h.
ElMath 504 Foundations of Algebra II 2 s.h.
ElMath 505 Principles of Geometry I 2 s.h.
ElMath 506 Principles of Geometry II 2 s.h.
ElMath 507 Coordinate Geometry and Trigonometry I 2 s.h.
ElMath 508 Coordinate Geometry and Trigonometry II 2 s.h.
164 / GRADUATE SCHOOL AT INDIANA
ElMath
509
ElMath
510
ElMath
511
ElMath
512
ElMath
513
ElMath
514
ElMath
515
Math
582
Math
584
Introduction to Number Theory 2 s.h.
Introduction to Logic and Boolean Algebra 2 s.h.
Introduction to Computing Machines and
Their Uses 2 s.h.
Introduction to Probability and Statistics 2 s.h.
Calculus I 2 s.h.
Calculus II 2 s.h.
Intuitive Topology 2 s.h.
Theory of Probability 2 s.h.
Mathematical Statistics I 2 s.h.
B. Related Studies: 4 semester hours of work in this area may be counted as
part of the subject matter concentration with permission of the faculty
adviser.
ElSc 510-5 1 1 Education in the Out of Doors 4 s.h.
ElSc 530 Quantitative Tools for Elementary Science 2 s.h.
ElSc 540 Chemistry I 2 s.h.
ElSc 541 Chemistry II 2 s.h.
ElSc 550 Physics I 2 s.h.
ElSc 55 1 Physics II 2 s.h.
II. Professional Studies — 4-8 semester hours including ElMath 520 to be
selected from the following courses:
LRes 500 Seminar in Learning Resources 2 s.h.
Grad 516 Statistical Methods I 2 s.h.
Grad 5 1 7 Statistical Methods II 2 s.h.
El 500 Basic Foundations of Reading Instruction 2 s.h.
EI 508 Reading in the Content Areas 2 s.h.
El 531 Curriculum Problems in Elementary Education 2 s.h.
El 543 Resource Materials in Elementary Science 2 s.h.
El 548 Creativity and the Elementary School Child 2 s.h.
El 550 The Community and the Elementary School 2 s.h.
El 551 Recent Innovations in Elementary Education 2 s.h.
El 552 Evaluating the Elementary School 2 s.h.
El 553 Supervision and Improvement of Instruction
in the Elementary School 2 s.h.
El 555 Recent Trends in Human Development 2 s.h.
El 560 Early Childhood Child Study Techniques and
Resources 2 s.h.
El 562 Early Childhood Curriculum and Materials 2 s.h.
El 563 Early Childhood Assessment Tools and
Evaluation Techniques 2 s.h.
Psy 530 Psychology of Growth and Development 2 s.h.
SE 531 Psychology of the Exceptional Child 2 s.h.
Psy 536 Psychology of Learning 2 s.h.
SE 538 Psychology of the Gifted Child 2 s.h.
ElMath 520 Curriculum and Instruction in Elementary
School Mathematics Programs 2 s.h.
III. Foundations of Education — 2 semester hours to be selected from the
following courses:
FdEd 511 Historical Foundations of Education 2 s.h.
FdEi 512 Philosophical Foundations of Education 2 s.h.
FdEd 513 Social Foundations of Education 2 s.h.
FdEd 514 Decision Making in Curriculum Development 2 s.h.
PROGRAM CURRICULA / 165
MATHEMATICS FOR THE ELEMENTARY TEACHER
IV. Independent Study and Research one of these courses, Math GO I or Grad
515 is required. It should be scheduled early in the program after
consultation with the student's adviser.
Math 601 Methods of Research in Mathematics Kducation 2 s.h.
*Math 690 Independent Study in Mathematics 2 s.h.
Grad 515 Elements of Research 2 s.h.
Grad 550 Thesis 2-4 s.h.
*Math 690 may be taken as part of the Subject Matter Concentration in
Mathematics and/or as part of Professional Studies depending on the topic
chosen for study. Thus, the student could schedule Math 690 to earn twcj
semester hours of credit in each of these separate study areas for a total of four
semester hours of credit with the consent of the faculty adviser.
COURSE DESCRIPTIONS
ElMath 501 Basic Concepts in Mathematics I
(Formerly Math 521) 2 s.h.
Designed for students who as undergraduates have not taken Math 160 or an
equivalent course. Some of the topics included are: Sets; relations and functicjns;
cardinal number concepts; system of whole numbers; rationale for traditional
computational algorithms; numeration systems; primes; factorization; Funda-
mental Theorem of Arithmetic; tests for divisibility; non-metric geometry and
mathematical systems.
ElMath 502 Basic Concepts in Mathematics II 2 s.h.
A continuation of ElMath 501 and designed for students who have not taken
Math 520 or an equivalent course as undergraduates. Topics to be considered:
The systems of integers, rational numbers and real numbers; rationale for tradi-
tional computational algorithms; absolute values; fractions and decimal notation,
ratio; percent; proportion; completeness; metric geometry; geometric con-
structions; introduction to plane coordinate geometry; informal probability and
topology. Prerequisite: ElMath 501.
ElMath 503 Foundations of Algebra I 2 s.h.
Includes topics touched upon in earlier courses, but from a more rigorous and
abstract approach. Topics to be considered are: Algebraic structures, such as
groups, rings and fields; the Real Number System as a complete ordered field;
solution sets and their graphs for equations and inequalities; real functions and
relations as a unifying concepts; and, if time permits, the Complex Number
System as an extension of the Real Nuinber System. The spiral development of
algebraic concepts will be stressed throughout the course. Prerequisite: ElMath
502 or an equivalent undergraduate course.
ElMath 504 Foundations of Algebra II 2 s.h.
Intended to extend and enlarge upon the concepts developed in ElMath 503.
Topics to be considered: Polynominal equations in the Real Number System and
over other fields; an introduction to the history and theory of equations; the
complex numbers as a field; more on algebraic structures; real functions and
their graphs. The spiral development of algebraic concepts will be stressed
throughout the course. Prerequisite: ElMath 503 or an equivalent undergraduate
course.
ElMath 505 Principles of Geometry I 2 s.h.
Includes a discussion of such topics as: congruences; measurement; para-
llelism; similarity; construction of proofs; practical applications; elements of
spherical and solid geometry (introduction and intuitive approach) and con-
structions. The newer notation, vocabulary and approach when teaching these
topics in elementary schools will also be discussed. Prerequisite: ElMath 502 or
an equivalent undergraduate course.
166 / GRADUATE SCHOOL AT INDIANA
EiMath 506 Principles of Geometry II 2 s.h.
Will extend and enlarge upon concepts developed in EiMath 505. Topics to be
considered: indirect proofs; more complicated constructions; centroids; trans-
lations and rotations in the plane; elements of solid geometry. Also, modern
geometries such as topology, finite geometries, and other non-Euclidean
geometries will be introduced. Prerequisite: EiMath 505 or an equivalent under-
graduate course.
EiMath 507 Coordinate Geometry and Trigonometry I 2 s.h.
EiMath 507 and EiMath 508 are intended to give a foundation in funda-
mental topics from trigonometry and analytic geometry. Topics considered in
EiMath 507: trigonomtetric functions and other periodic functions and their
graphs; solution of trigonometric equations; inverse functions and their graphs;
the Complex Number System as a vector space. Prerequisite: EiMath 503 or an
equivalent undergraduate course.
EiMath 508 Coordinate Geometry and Trigonometry II 2 s.h.
Will extend the investigation of real relations and their graphs to include
linear functions and their graphs, relations M^hose graphs are the conic sections,
systems of equations and their graphs, polar coordinate systems, transformations
of coordinate systems, and other related topics. Prerequisite: EiMath 507 or an
equivalent undergraduate course.
EiMath 509 Introduction to Number Theory 2 s.h.
Will pay special attention to representations of the real numbers in various
numeration systems; factorization and the primes; congruences and modular
arithmetic. Other topics to be investigated: linear diophantine equations; con-
tinued fractions and number theoretic functions. Prerequisite: EiMath 503.
EiMath 510 Introduction to Logic and Boolean Algebra 2 s.h.
An introduction to some of the basic ideas, terminology and notation of logic
and Boolean Algebra. Topics considered: symbolic logic, with special emphasis
on the portions of logic which depend heavily upon the algebra of propositions;
other applications of Boolean Algebra such as the algebra of sets, the algebra of
switching circuits; an introduction to quantification theory and its value in
determining the validity of mathematical arguments. Prerequisite: EiMath 503.
EiMath 511 Introduction to Computing Machines
and Their Uses 2 s.h.
Intended to introduce the student to computing machines and techniques
which could have implications for the contemporary elementary school mathe-
matics curriculum. Topics include: an understanding of the construction and
uses of nomograms; slide rules; desk calculators and the high speed digital com-
puter. A brief introduction to computer programming will also be a feature of
the course. Prerequisite: EiMath 503.
EiMath 512 Introduction to Probability and Statistics 2 s.h.
Designed to introduce students to the fundamental concepts of probability
which will enable them to analyze data and make predictions from population
samples. Methods and materials for teaching related topics in the elementary
school and junior high school will be discussed.
EiMath 513 Calculus I 2 s.h.
Topics include: differential calculus of polynomials and rational functions;
anti-derivatives and integrals of polynomials; techniques of differentiation and
integration. Intuitive notions and applications will be stressed. Prerequisite:
EiMath 508.
EiMath 514 Calculus II 2 s.h.
Topics include differential and integral calculus of algebraic and transcedental
PROGRAM CURRICULA / 167
MATHEMATICS FOR THE ELEMENTARY TEACHER
functions with applications. Intuitive notions and applications will be stressed.
Prerequisite: KlMath 51.'^.
ElMath 515 Intuitive Topology 2 s.h.
Introduces the student to selected topological concepts from the intuitive,
rather than the axiomatic viewpoint. These concepts will be introduced, dis-
cussed and used informally on the basis of the student's experience. Topics
considered: networks and maps; topological equivalence in three-dimensional
space; The Jordan Curve Theorem; topological transformations and spaces. Pre-
requisite: ElMath 5 14 or KlMath 506.
ElMath 520 Curriculum and Instruction in Elementary
School Mathematics Programs 2 s.h.
Designed to give the elementary school teacher experience with the literature,
equipment and materials used in teaching mathematics with its new emphases in
the elementary schools. Experimental programs in contemporary mathematics
such as the Madison Project, SMSG, and the Minnemast Project will be examined
and discussed. Criteria to be considered in the selection of suitable texts for
elementary school mathematics programs and ways of implementing a con-
temporary mathematics program in a school district will be discussed. Investi-
gation, discussion, demonstration, and evaluation of materials and programs will
be a part of each person's activity. Prerequisite: Math 502 and consent of the
instructor.
168 / GRADUATE SCHOOL AT INDIANA
MUSIC AND MUSIC EDUCATION
J. Herbert Wildeboor, Interim Chairman
Calvin E. Weber, Director of Graduate Studies
Tibor Bachmann Irving Godt Delight Malitsky
William R. Becker Walter O. Golz Gary Olmstead
Robert E. Bernat William Hamilton Harold S. Orendorff
Gary Bird Arvilla T. Harrold Lawrence J. Perkins
David Borst H. Eugene Hulbert Daniel Perlongo
Christina Cha Dominic Intili Suzanne Perlongo
Ruth DeCesare Hugh B. Johnson Nancy Poland
Daniel DiCicco William Kessler James Staples
John Dietz Richard Knab Richard E. Thorell
Olive M. Fornear Robert Lloyd Eva Vouklizas
Edwin Fry C. David McNaughton
The graduate program in music provides the student with opportunities to
improve his skills as teacher, performer or scholar beyond the bachelor's degree.
Upon acceptance by the Graduate School, each student may request or will be
assigned by the Chairman of the Department of Music an adviser who will
oversee his progress, help to plan his sequence of courses, and who will be
responsible for the formation of his thesis or recital committee.
Prerequisite: Undergraduate degree with major in music or its demonstrated
equivalent.
Entrance Requirement: Placement examinations will be required in theory,
music history, piano proficiency and principal performing medium. The adviser
will use the results of these examinations to determine areas of deficiency and to
prescribe specific electives.
CURRICULUM FOR MASTER OF ARTS IN MUSIC
Major Offerings: (a) Music History and Literature, (b) Music Theory and
Composition, (c) Music Performance.
Credit Hours Required: 30 semester hours.
I. Core courses prerequisite for further study and required of all candidates for
M.A. degree:
Mus 500 Bibliography of Music 3 s.h.
Mus 516 Analytical Techniques 3 s.h.
Grad 515 Research Techniques 2 s.h.
8 s.h.
II. Additional Requirements:
A. Music History and Literature Major
Grad 550 Thesis 4 s.h.
B. Music Theory and Composition Major
Grad 550 Thesis or Composition 4 s.h.
C. Music Performance Major
Mus 540-612 Applied Music 12 s.h.
Grad 550 Recital 4 s.h.
III. Electives:
A. Music History and Literature Major 18 s.h.
(12 semester hours must be in major area)
PROGRAM CURRICULA / 169
MUSIC AND MUSIC EDUCATION
B. Music Theory and Composition Major IX s.h.
( 12 semester hours must be in major area)
C. Music Performance Major 6 s.h.
(None may be taken in Applied Music)
CURRICULUM FOR MASTER OF EDUCATION IN MUSIC EDUCATION
Students working for this degree will complete 30 semester hours of work in
accordance with the following divisons.
I. Music
A. Music 518, 519 Comprehensive Musicianship 6 s.h. jo ^ ^
B. Appl Mus 501-670 Applied Music 4 s.h.
II. A. Mus 520 Foundations of Music Education 2 s.h. 4 s.h.
B. FdEd 513 Social Foundations of Education 2 s.h.
III. Music Education— In consultation with the graduate adviser, students
select 6 s.h. from the following:
A. Mus 535 Psychology of Music Education 2 s.h.
B. Mus 536 Advanced Technology of Music Teach. 2 s.h.
C. Mus 533 Comparative Choral Techniques 2 s.h. 6 s.h.
D. Mus 534 Practicum in Instrumental Music 2 s.h.
E. Mus 528 Contemporary International Approaches
to Elementary Music Education 2 s.h.
IV. Elective Courses— Chosen from current course offerings listed in the
Graduate School Catalog 4-6 s.h.
V. Research Techniques
A. Mus 532 Research in Music Education 2 s.h.
B. Grad 550 Independent Study— Thesis— Recital 2-4 s.h.
Total 30 s.h
One of the following options may be elected: a recital, thesis or other
approved independent research, perhaps relating directly to the candidate's
own area of specialization in teaching.
*Students completing 6 s.h. in Research Techniques will take 4 s.h. of Elective
courses.
** Students completing 4 s.h. in Research Techniques will take 6 s.h. of Elective
courses.
COURSE DESCRIPTIONS
Mus 500 Bibliography of Music 3 s.h.
Introduces graduate students to the various types of music, music literature
and bibliographical tools which exist and which may be used in research in
music. As a project, each student will prepare an extensive annotated
bibliography of a musical subject within his special interest.
Mus 501 Advanced Choral Conducting 2 s.h.
Material will include large choral works with and without accompaniment.
The student will be expected to develop skills in reading score.
Mus 502 Advanced Instrumental Conducting 2 s.h.
An intensive study of large instrumental works will be undertaken. The skill
development of each individual wUl be stressed.
*4
or
**6
s.h.
**4
or
*6
s.h.
170 / GRADUATE SCHOOL AT INDIANA
Mus 503 Music of the Baroque Era 3 s.h.
A survey of music from about 1600 to about 1750.
Mus 504 Music of the Classic Era 3 s.h.
A survey of music from about 1725 to about 1827.
Mus 505 Music of the Romantic Era 3 s.h.
A survey of music from about 1800 to 1910.
Mus 507 Music of the 20th Century 3 s.h.
A survey of the principal stylistic trends in music from 1900 to the present.
Mus 508 Music of the 16th Century 3 s.h.
A survey of music from about 1500 to about 1600.
Mus 510 Seminar in Music 3 s.h.
The subject matter will change each semester at the pleasure of the instructor.
Students will make presentations and write an extensive research paper. The
seminar may be repeated provided the subject matter is not. It may be taken
more than twice with departmental approval. Topics will be chosen so that an
in-depth study can be made of narrowly defined areas, such as life and/or works
of a specific composer or group of composers, etc. "Early Romantic Piano
Music," "The Music Drama of Wagner," "Electronic Music," "Shenkerian
Analysis," etc.
Mus 511 Composition 2 s.h.
Composition of Music in the various song forms through the rondos and the
larger sonata allegro form. The student will be guided in his compositional
attempts by careful analysis of similar forms of major composers. Instruction
will be highly individualized and will depend considerably on the personal
interest of the student.
Mus 512 Advanced Orchestration 2 s.h.
Consideration will be given to the problems of scoring for the full symphony
orchestra, the string orchestra and the chamber orchestra. Students will be
expected to produce a full score and orchestra parts so that the orchestration
may be tested by actual playing by the University Symphony.
Mus 513 Advanced Band Scoring 2 s.h.
The problems of scoring for the modem concert band will be considered in
detail. In addition, the problems of scoring for the brass band, the woodwind
choir, and the percussion ensemble will also be considered.
Mus 514 Advanced Choral Arranging 2 s.h.
Four-part writing for chorus will be reviewed. Five, six, seven, and eight-part
writing will comprise the large part of the course. Special consideration will be
given to the problem of writing for men's voices and for women's voices.
Mus 515 Canon, Double Counterpoint, and Fugue 2 s.h.
The application of contrapuntal techniques through analysis and creative
writing. Included will be the study and writing of two- and three-voice canons;
two- and three-part inventions; and two-, three-, and four-voice fugues.
Mus 516 Analytical Techniques 3 s.h.
A study of representative compositions of various periods, with emphasis on
formal hju-monic and stylistic analysis. The student will develop the basic
analytical techniques necessary for the analysis of music of any period.
Mus 518-519 Comprehensive Musicianship 6 s.h.
All musicians, whether performers, teachers, composers or scholars, share
common professional needs. Various competencies have been developed to some
PROGRAM CURRICULA / 171
MUSIC AND MUSIC EDUCATION
extent at the undergraduate level in the traditional ( ourse sequence of
sight-singing, ear training, harmony, counterpoint, on hestralion, ( (jnduc ling and
music literature. Comprehensive Musicianship combines these con( epls and skills
at an advanced level using an integrated approach. FLmphasis is pla< ed on studies
which prepare the student to function in a variety of musical roles which are
supportive of his major concentration.
Mus 520 Foundations of Music Education 2 s.h.
A study of the historical, philosophical and social foundations of music
education including current trends in educational thought and their implications
for the school music program.
Mus 521 Music Literature and Materials
(NON-MUSIC MAJORS ONLY) 2 s.h.
The purpose is to further enhance the musical background of the elementary
teacher through acquaintance with suitable literature and materials. (See
Elementary Education Program).
Mus 528 Contemporary International Approaches to
Elementary Music Education 2 s.h.
An introduction to new developments in elementary music education
practices based on the techniques originated by Carl Orff in Germany, Zoltan
Kodaly in Hungary and Shinichi Suzuki in Japan. Authentic adaptations of
music and materials will be used in lecture, demonstration and workshop
situations.
Mus 529 Advanced String Pedagogy 2 s.h.
Study of the specific techniques and problems of teaching violin, viola, cello,
and double bass in both individual and class situations.
Mus 531 Administrative Problems in Music Education 2 s.h.
A review of the conventional administrative organization of music education
in the public schools. The role of the music director, the music specialist, the
consultant, and the music resource teacher will be carefully defined. Considera-
tion will be given to the problems of scheduling in the public school. Current
issues concerned with music education and public education in general will be
considered including curriculum development.
Mus 532 Research in Music Education 2 s.h.
The study of research techniques appropriate for music education including
selection of a research problem, collection of data, types of research, survey of
current research studies in music education and use of the library in connection
with research problems. Elements of statistics are introduced as needed to
interpret research reports. As part of the requirements for this course the
student will prepare a written plan for a research project or thesis.
Mus 533 Comparative Choral Methods 2 s.h.
Materials and procedures of the preparation of vocal groups for public
performance. Several accepted, yet contrasting, approaches will be considered,
ranging from the Christiansen technique to that of John Finley Williamson.
Special attention will be given to program building.
Mus 534 Practicum in Instrumental Music 2 s.h.
Consideration will be given to those materials and procedures which have
been proven by actual use in the United States. These various approaches will be
compared and given a critical analysis by the class. Rehearsal techniques,
efficient use of time and basic motivation will be stressed.
Mus 535 Psychology of Music Education 2 s.h.
An analysis of the latest evidence produced by the field of psychology in
music education as applied in actual classroom situations.
172 / GRADUATE SCHOOL AT INDIANA
A review of the latest developments in psychological research relating to
specific education problems will be included.
Mus 536 Advanced Technology of Music Teaching 2 s.h.
The examination and application of modern communications media and their
role in music education. The development of an experimental sound laboratory,
the use of electronic devices, synthesizers and computers will be included in the
course. The application of the systems approach and programmed learning to
music education will also be explored.
Mus 537 Techniques of the Marching Band 2 s.h.
The theory and practical application of the fundamentals of precision drill
will be studied in detail. Also, this course deals with building "half-time shows,"
materials and instrumentation of the marching band.
Mus 538 Marching Percussion Workshop 1-2 s.h.
Mus 539 Vocal Workshop — The Biolinguistic Approach 2 s.h.
The emphasis of study is placed upon the physiological structure and nature
of singing in terms of the complete correlation and coordination of anatomy and
psychology with performance, analysis, and training. This will be a practical,
functional course correlating the latest scientific knowledge to the immediate
needs of workshop members and of those they teach.
Applied Music (ApplMus 501-670) 1 -4 s.h.
The following courses will be taught in the form of private lessons geared to
the individual student and aiming at maximum progress of each student,
depending on the background of the student and the time available. The student
should for any series of lessons use the first number in programming for the first
time, the second number for the second time, etc.
ApplMus 501, 551, 601, 651 Private Piano (Golz, Harrold, Malitsky, J. Staples,
Vouklizas)
ApplMus 502, 552, 602, 652 Private Organ (Poland)
ApplMus 503, 553, 603, 653 Private Harpsichord (Poland)
ApplMus 505, 555, 605, 655 Private Voice (Cha, Dietz, Nelson, Wildeboor)
ApplMus 506, 556, 606, 656 Private Violin (Malitsky)
ApplMus 507, 557, 607, 657 Private Viola (Perkins, Malitsky)
ApplMus 508, 558, 608, 658 Private Cello (Staff)
ApplMus 509, 559, 609, 659 Private Bass Viol (Staff)
ApplMus 510, 560, 610, 660 Private Flute (Kessler)
ApplMus 511, 561, 611, 661 Private Clarinet (DiCicco, Knab)
ApplMus 512, 562, 612, 662 Private Oboe (Lloyd)
ApplMus 513, 563, 613, 663 Private Bassoon (Borst)
ApplMus 514, 564, 614, 664 Private Saxophone (Lloyd)
ApplMus 515, 565, 615, 665 Private Trumpet (Becker, Weber)
ApplMus 516, 566, 616, 666 Private French Horn (McNaughton)
ApplMus 517, 567, 617, 667 Private Trombone (Thorell)
ApplMus 518, 568, 618, 668 Private Baritone Horn (Bird)
ApplMus 519,569,619,669 Private Tuba (Bird)
ApplMus 520, 570, 620, 670 Private Percussion (G. Olmstead)
PROGRAM CURRICULA / 173
PHILOSOPHY
PHILOSOPHY
Robert M. Hermann, Chairman
Benjamin C. Chan Vincent J. P'errara
Graduate courses in philosophy are primarily designed to provide elective
study in an unfamiliar discipline for students teaching in the public schools. No
graduate degree in philosophy is offered. Degrees towaird which credit in these
courses may be used are indicated in the curriculum requirements sections of the
catalog. Research or thesis work may be done in philosophy with approval of the
student's major program adviser.
COURSE DESCRIPTIONS
Phil 580 Readings in Religious Thought 2 s.h.
An examination of religion as a vital human phenomenon. The attempt is
made to treat of classical and contemporary themes: origin of western
theological thinking; alienation; contemporary atheism; definitions of the deity
in western and eastern religions; the sacred; origins of religion.
Phil 581 Problems in Logic 2 s.h.
Difficulties of meaning (semantics), the formal structures of reasoning
(syntactics), and the nature of truth finding (empirics). Fallacy.
Phil 582 Problems of Ethics 2 s.h.
The rational justification of moral judgments. Analysis of the function and
meaning of moral language. (Staff)
Phil 583 American Philosophic Thought 2 s.h.
A study of the more influential and original philosophies developed in
America from the colonial period to the present. (Staff)
Phil 584 Philosophy Seminar 2 s.h.
Area research in the discipline, considering various facets of a central
problem. Students doing a thesis or research project in Philosophy will register
for this course. (Staff)
174 / GRADUATE SCHOOL AT INDIANA
PHYSICS
Richard E. Berry, Chairman
Gary Buckwalter, Director of Graduate Studies
Jerry Eddy George Matous
John Fox Marilyn Noz
Norman Gaggini Daniel Reiber
Kenneth Hershman David Riban
Patrick McNamara Richard Roberts
John Matolyak Dennis Whitson
The graduate program in physics offers a choice of two degrees. The degrees
are a Master of Education with a major in physics and a Master of Science with a
major in physics. The student obtaining a master's degree for fulfillment of
certification requirements will usually select the Master of Education Degree.
The student obtaining a master's degree for additional preparation for research
or further graduate work will usually select the Master of Science Degree. Cur-
riculum and requirement for these degrees are described in this bulletin.
With a wide range of possible courses and research areas available, the student
is required to have the consent of his departmental adviser before selecting a
course or initiating a research project. Adviser assignments are made as soon as
the acceptance of a graduate student reaches the physics department. The
graduate student should arrange appointments with his adviser by contacting the
secretary in the physics office.
The theoretical physics courses are prerequisites for about half of the more
advanced courses and should be taken at the first opportunity. Theoretical
Physics I may not be required of students who have an adequate background in
applied differential equations. Math 357 is a satisfactory substitute for our re-
cent graduates. This should be discussed with your physics adviser before
programming.
CURRICULUM FOR MASTER OF EDUCATION DEGREE
To major in physics, the student must have had at least General Physics,
Atomic and Nuclear Physics, Electronics, Mechanics I and Optics or their
approved equivalents as well as Mathematics through the equivalent of Analytic
Geometry and Calculus II.
Students working for this degree will complete the 30 semester hours of work
in accordance with the following divisions:
I. Subject Matter Concentration — 16-22 semester hours from the following
required & elective courses:
A. Required Courses
Phys 502 Theoretical Physics I 2 s.h.
Note: Not required of students who have credit for
Math 357 or its equivalent.
Phys 503 Theoretical Physics II 2 s.h.
Phys 512 Curriculum Developments in SecondJiry
School Physics 2 s.h.
Phys 521 Advanced Laboratory Practice I 2 s.h.
OR
Phys 522 Advanced Laboratory Practice II 2 s.h.
Phys 542 Analytic Mechanics II 2 s.h.
Phys 551 Electricity and Magnetism I 2 s.h.
Phys 552 Electricity and Magnetism II 2 s.h.
Note: Phys 55 I and 552 will not be required of students
who have taken Phys 322 and 323 after Sept. 1966.
PROGRAM CURRICULA / 175
PHYSICS
Phys 561 Quantum Mechanics I 2 s.h.
Phys 565 Introduction to Nuclear Physics 2 s.h.
Sci 576 Growth of Science and Its Concepts II 2 s.h.
B. Elective Courses
Phys 51 1 Secondary School Physics Laboratory Practices 2 s.h
Phys 521 Advanced Laboratory Practice I 2 s.h
Phys 522 Advanced Laboratory Practice II 2 s.h
Phys 533 Thermodynamics 2 s.li
Phys 535 Electronics 4 s.h
Sci 575 Growth of Science and Its Concepts I 2 s.h
Any Graduate Courses offered by the Mathematics or Natural
Science Departments.
II. Research Techniques
The following course is required. It should be scheduled very early in the
student's program.
Grad 515 Elements of Research or
Phys 600 Methods of Research in Physics 2 s.h.
III. Foundations of Education
One course must be selected from these offerings:
FdEd 511 Historical Foundations of Education 2 s.h.
FdEd 512 Philosophical Foundations of Education 2 s.h.
FdEd 513 Social Foundations of Education 2 s.h.
IV. Thesis or Research Project
A thesis or research project is required of each student. The thesis may earn
from two to four hours credit.
Grad 550 Thesis 2-4 s.h.
A research project fulfills this requirement, but does not earn any semester
hour credit.
V. Free Electives
The student may complete the 30 semester hour requirement by choosing
from among any of the offerings of the graduate school, with, of course, the
advice and approval of his graduate adviser. The student must satisfy any
stated prerequisites for the elective courses which he chooses.
CURRICULUM FOR THE MASTER OF SCIENCE DEGREE
I. Admission Requirements. Any student meeting the requirements of the
graduate school and having either a B.A. or a B.S. with the major in physics
will be permitted to initiate study in this curriculum. Students having other
degrees that provide sufficient preparation in mathematics and physics may
be permitted to initiate study with approval of the Chairman of Physics. Each
student is required to pass a preliminary examination based on undergraduate
and first year graduate courses before he will be fully admitted to this degree
program.
II. Subject Matter Concentration 18 s.h.
A primary objective of this curriculum is to bring every degree candidate to a
definite level of proficiency in physics. To demonstrate the required level of
176 / GRADUATE SCHOOL AT INDIANA
proficiency, the passing of the following 600 level courses is required:
Phys 641 Advanced Mechanics I 2 s.h.
Phys 642 Advanced Mechanics II 2 s.h.
Phys 65 1 Advanced Electromagnetic Theory I 2 s.h.
Phys 662 Advanced Electromagnetic Theory II 2 s.h.
Phys 661 Quantum Mechanics II 2 s.h.
Phys 662 Quantum Mechanics III 2 s.h.
Some of the recent senior level courses in universities provide sufficient
background for a very able student to pass the above courses. Usually the
adviser will suggest that the student take some of the 500 level courses in
order to compensate for omissions in the student's preparation. A program of
courses must be arranged with an adviser and be approved by the physics
department.
III. Research Requirement 6 s.h.
Each Master of Science student is required to undertake an individual
research problem under the direction of one of the Graduate Faculty. The 6
semester hour requirement is fulfilled by scheduling the following courses:
Grad 515 Elements of Research or
Phys 600 Methods of Research in Physics 2 s.h.
Grad 550 Research and Thesis 4 s.h.
IV. Comprehensive Examination
Following the completion of the research requirement the student is required
to pass a comprehensive examination on both research and required course
requirements.
V. Free Electives
The student may complete the 30 semester hour requirement by choosing
from among any of the offerings of the graduate school, with, of course, the
advice and approval of his graduate adviser. The student must satisfy any
stated prerequisites for the elective courses which he chooses.
COURSE DESCRIPTIONS
Phys 500 Special Studies 1-6 s.h.
A special topic may be offered at the discretion of the Department to fulfill a
special necessity.
Phys 502 Theoretical Physics I 2 s.h.
The application of mathematical methods to physical theory. Included will be
a brief review of differential and integral calculus, series expansions, partial
differentials and first-order linear differential equations.
Phys 503 Theoretical Physics II 2 s.h.
Applications in theoretical physics of vector calculus, partial differential
equations, Fourier series and Green's and Stokes' theorems. Prerequisite: Phys
502 or its equivalent.
Phys 504 Theoretical Physics III 2 s.h.
Serves as a preparation in mathematical physics for graduate students.
Included will be vector and tensor analysis, matrices, infinite series, complex
variables, and the calculus of residues. Prerequisite: Permission of Department.
Phys 505 Theoretical Physics IV 2 s.h.
As a continuation of Phys 504 this course will cover second-order differential
equations, Strum-Liouville Theory, gamma functions, Bessel functions, Legendre
PROGRAM CURRICULA / 177
PHYSICS
functions and other special functions, Fourier series, integral transforms, integral
equations and the calculus of variations. Prerequisite: Phys 504.
Phys511 Secondary School Physics Laboratory Practice 2 s.h.
Designed not only to give the student training in the use of PSSC and Harvard
Project Physics Laboratory materials, but also to increase his ability to make the
laboratory a more effective teaching tool.
Phys 512 Curriculum Developments in Secondary School Physics 2 s.h.
Includes an intensive study of the curriculum developments in Secondary
School Physics, such as PSSC and IIPP. The philosophy, methodology and
cognitive theory behind each curriculum will be considered. The laboratory
equipment, experiments, and visual aids for each will be studied in their proper
setting.
Phys 521 Advanced Laboratory Practice I 2 s.h.
Measurements of radioactivity using G-M, gas-flow, scintillation and solid
state detectors. Determination of half-lives, beta-ray energies by absorption
studies and gamma-ray energies by single and multi-channel pulse-height analysis.
Phys 522 Advanced Laboratory Practice II 2 s.h.
The selection of experiments will depend upon the student's previous training
and interest. Emphasis will be placed upon interpretation of data.
Interferometry, spectrometry, microwave optics, NMR and mechanical vibrating
systems are some of the areas in which work, may be done.
Phys 531 Atomic Structure 2 s.h.
Includes a brief review of fundamentals of electricity and magnetism. Fol-
lowing this, the major topics are charged particles, electron configurations,
atomic spectra, atomic structure, waves and particles.
Phys 533 Heat and Thermodynamics 2 s.h.
Topics treated include temperature, laws of thermodynamics, the Carnot
cycle, entropy, properites of ideal gases and pure substances, low temperature
physics and application of thermodynamic principles.
Phys 535 Electronics 4 s.h.
Kirchoff's laws are reviewed and applied to AC circuits. Tube and transistor
amplifiers, oscillators, negative feed-back amplifiers and various power supplies
are constructed in the lab. Dual-trace oscilloscopes and other advanced labora-
tory instruments are used to explore the properties of circuit elements and
amplifiers.
Phys 541 Analytical Mechanics I 2 s.h.
Kinematics, particle dynamics, gravitation, free and forced harmonic motion.
The treatment of these topics utilizes the vector calculus and the differential and
integral calculus.
Phys 542 Analytical Mechanics II 2 s.h.
Dynamics of rigid bodies, waves and vibrations, applications of Fourier Series
and LaGrange's Equations.
Phys 551 Electricity and Magnetism I 2 s.h.
Coulomb's Law, electrostatic potential. Gauss' Law, dielectrics will be pre-
sented using vector calculus in a modern field formalism. Prerequisite: Phys 503.
Phys 552 Electricity and Magnetism II 2 s.h.
Biot and Savart's Law, induced emf, vector potential, displacement current,
special relativity and electromagnetic radiation will be presented using tech-
niques introduced in Phys 551. Prerequisite: Phys 551.
178 / GRADUATE SCHOOL AT INDIANA
Phys 561 Quantum Mechanics I 2 s.h.
An introduction to the basic theory of wave mechanics. Prerequisite: Phys
503.
Phys 565 Introduction to Nuclear Physics 2 s.h.
Radioactivity, nuclear structure, nuclear reactions and elementary particles.
Prerequisites: Phys 503 and 531 or its equivalent.
Phys 600 Methods of Research in Physics 2 s.h.
Offers the student practical training in the special methods and materials of
research in Physics. Emphasis is placed on types of research, use of Physics and
Physics-related journals and library facilities. Prerequisite: Permission of Depart-
ment.
Phys 634 Statistical Mechanics 2 s.h.
Classical statistics and an introduction to Quantum statistics through both
proper combinatorial procedures and theory of ensembles. Prerequisite: Phys
533 or equivalent.
Phys 641 Advanced Mechanics I 2 s.h.
Includes the following topics: LaGrange's Equations, Hamilton's Principle,
Two body central force. Orthogonal Transformations, Euler Angles, Cay-
ley-Klein parameters, Euler's Theorem. Prerequisite: Phys 312 or equivalent.
Phys 642 Advanced Mechanics II 2 s.h.
Rigid body mechanics, including Angular Momentum, Euler's equations. Pro-
cessions, Special relativity, Covariant four dimensional formulation, Covariant
Lagrangian formulation, Legendre transformation and Hamilton's Equations,
Least Action Principle, Canonical Transformations, LaGrange and Poisson
Brackets, Constants of Motion and Symmetry. Prerequisite: Phys 641 or equiva-
lent.
Phys 651 Advanced Electromagnetic Theory I 2 s.h.
Electrostatics employing mathematical tools of advanced calculus. The
boundary value problem. Green's functions, multipole expansions, and appli-
cations of various series approximations.
Phys 652 Advanced Electromagnetic Theory II 2 s.h.
Magnetostatics, Time dependent Electromagnetic fields. Radiation and the
electromagnetic theory of optics, plasma physics.
Phys 657 Solid State Theory I 2 s.h.
Introductions to Crystalline structures. Thermal, Electric and magnetic pro-
perties of solids. Prerequisite: Phys 561.
Phys 661 Quantum Mechanics II 2 s.h.
Wave mechanics including WKB approximation, representation, central
forces, the Hydrogen Atom, Spin. Prerequisite: Phys 561 or Permission of
Department.
Phys 662 Quantum Mechanics III 2 s.h.
Linear Vector Spaces, Dirac Notation, Perturbation Theory, Bom Approxi-
mation, Bound State and Time-Dependent Perturbations in Introduction to
Scattering. Prerequisite: Phys 661.
Phys 690 Research Problems in Physics 1-6 s.h.
Introduction to advanced research problems through individual assignment.
Prerequisite: Permission of Department.
PROGRAM CURRICULA / 179
PSYCHOLOGY
PSYCHOLOGY
Richard D. Magee, Chairman
Douglas A. Ross, Director of Graduate Studies
Suzanne Barnett Robert H. Rittle
Bruce D. Cartwright Douglas A. Ross
Kenneth F. Edgar Carl W. Schneider
David E. Graover Lloyd K. Stires
D. Robert Jacobs - Gordon F. Thornton
Stanley W. Lore Leon VandeCreek
Gary W. Patton George B. Walz
JohnW. Reid
Affiliate Members:
James Beshai Noel A. Plummer
James K. Klinedinst Alan Rusnak
Herbert L Levit
The psychology department offers a Master of Arts degree with con-
centrations in General Experimental Psychology and Clinical-Community
Psychology. The areas of concentration are so designed that graduates will be
prepared to either immediately assume responsibilities in appropriate profes-
sional settings or proceed to doctoral level study. Students interested specifically
in community college teaching should enroll in the Master of Arts in Social
Science program with a major in psychology and a minor in another social
science discipline. The department also offers courses open to students following
other degree programs in the graduate school.
MASTER OF ARTS IN PSYCHOLOGY
Admission Requirements — In addition to meeting the requirements for
admission to the Graduate School, a student intending to work toward a Master
of Arts in Psychology must have completed an undergraduate major in
psychology, including courses in Experimental Psychology and Statistics, and
earned a B average or higher in courses taken in psychology, have taken GRE's,
and have submitted the psychology department admission form.
After completion of at least six hours of graduate work in psychology' at
Indiana, a student may formally apply to the Psychology- Department's Graduate
Admissions Committee for admission to degree candidacy. .\t this time, the
applicant must have attained at least 3.00 GP.\, present satisfactory scores on
the Graduate Record Examination (both Aptitude and Advanced Fests) and
recommendations from faculty members familiar with his work. He should also
submit for approval a complete course program planned in consultation with his
adviser.
The M.A. in Psychology will be awarded at the successful completion of 40
hours work in the Clinical-Community concentration or 30 hours work in the
General Experimental Concentration. Course work requirements are as listed
within the concentration areas.
Areas of Concentration
I. M.A. in Psychology with Concentration in General Experimental Psychology
Psy 501 Research Methods in Psychology I: .\dvanced
Research Design and .\nalysis 3 s.h.
Psy 502 Research Methods in Psychology- II: Theory and
Techniques of Psychological Measurement 3 s.h.
180 / GRADUATE SCHOOL AT INDIANA
*Electives in Psychology and Related Fields 20 s.h.
Grad 550 Thesis 4 s.h.
*Courses will be selected in consultation with the adviser to insure a
background in the major areas of General Experimental Psychology.
, M.A. in Psychology with Concentration in Clinical-Community Psychology
Psy 501 Research Methods in Psychology I: Advanced
Research Design and Analysis 3 s.h.
Psy 502 Research Methods in Psychology II: Theory and
Techniques of Psychological Measurement 3 s.h.
Psy 575 Advanced Psychological Practicum 9-12 s.h.
*Electives in Psychology and related fields 18-21 s.h.
Grad 550 Thesis 4 s.h.
*Courses will be selected in consultation with the adviser so that the student
fashions a program appropriate for his strengths and weaknesses, and relevant
to his occupational choice.
MASTER OF ARTS IN SOCIAL SCIENCE
(See Social Science for more complete description)
I. Major in Psychology
**Psy 501 Research Methods in Psychology I: Advanced
Research Design and Analysis 3 s.h.
**Psy 502 Research Methods in Psychology II: Theory and
Techniques in Psychological Measurement 3 s.h.
Psy 510 Community College Teaching Internship 2 s.h.
Community College Teaching Internship
(Minor Field) 2 s.h.
*Electives in Psychology 6-10 s.h.
*Electives in Minor Field 8-10 s.h.
Grad 550 Thesis 2-4 s.h.
II. Minor in Psychology
Psy 510 Community College Teaching Internship 2 s.h.
*Electives in Psychology 8-10 s.h.
*Courses will be selected in consultation with the adviser so that the student
fashions a program appropriate for his strengths and weaknesses and relevant
to his occupational choice.
**Grad 515 Elements of Research or SS 514 Research Methodologies in Social
Science may be substituted with approval of the Department Chairman.
COURSE DESCRIPTIONS
Psy 501 Research Methods I 3 s.h.
Research designs stressing experirriental and statistical controls appropriate to
laboratory studies are examined; lab included. Prerequisites: Undergraduate
courses in statistics and experimental psychology; Psychology major or minor.
(Patton)
Psy 502 Research Methods II 3 s.h.
Research strategies characteristic of clinical psychology and applied social
psychology will be studied. Prerequisites: Introductory courses in statistics and
experimental psychology; Psychology major or minor. (Jacobs)
PROGRAM CURRICULA / 181
PSYCHOLOGY
Psy 510 Community College Teaching Internship 2 s.h.
Uesigned to prepare community college iiistrui tors through an emphasis on
the objectives, materials, techniques, and evaluation of general education
programs in Psychology. Prerequisites: Psychology major or minor. (Ross)
Psy 530 Psychology of Growth and Development 2 s.h.
A comprehensive study of human growth and development from conception
to death. Research findings in physiological, cognitive, emotional and social
factors will be studied and applications made to the total development of one
individual. Major developmental theories will be considered. (Lore)
Psy 533 The Psychology of Personality 2 s.h.
Provides an overview and integration of the major theories of personality.
(Cartwright, Jacobs, Klinedinst)
Psy 534 Abnormal Psychology 2 s.h.
Theories of pathological behavior with reference to clinical and experimental
data are studied. (Edgar)
Psy 536 Psychology of Learning 2 s.h.
Learning theories are explored in terms of their breadth, historical devel-
opment, and impact upon eciucational philosophy and practices. (Grover, Walz)
Psy 540 Community Psychology and Mental Health 3 s.h.
Contemporary models of mental health and illness which stress the
relationship between individuals and the social systems with which they interact
are examined. (Magee)
Psy 541 Assessment of Intelligence 3 s.h.
The student is introduced to various tests of general ability and is given
training in their administration, scoring and interpretation. Prerequisites: Course
in Introduction to Psychological Measurement or its equivalent; departmental
consent.
Psy 542 Assessment of Personality 3 s.h.
The student is introduced to various tests of interest and personality, and is
given training in their administration, scoring, and interpretation. Prerequisites:
Course in Introduction to Psychological Measurement or its equivalent;
departmental consent.
Psy 545 Theory and Techniques of Psychological Intervention 3 s.h.
Provides an introduction to the major approaches to therapeutic psy-
chological intervention; psychoanalysis, client-centered psychotherapy, group
techniques and behavior modification are considered. Prerequisite: Departmental
consent. (Edgar, Barnett)
Psy 546 Principles of Behavior Modification 3 s.h.
Applications of learning theory principles in changing maladaptive behavior,
both on the individual and group levels will be examined. (VandeCreek)
Psy 550 Social Psychology of Change 3 s.h.
Models for influencing behavioral environments through using techniques
designed to change social structures are examined. (Stires)
Psy 552 Environment and Behavior 3 s.h.
The effects of political, social and economic environments on individual and
group behaviors are studied. (Stires, Jacobs)
Psy 558 Social Psychology 3 s.h.
Presents a scientific approach to the study of the behavior and experience of
individuals in relation to other individuals, groups and culture. Prerequisite:
182 / GRADUATE SCHOOL AT INDIANA
Psychology major or minor. (Jacobs, Stires)
Psy 561 Motivation 3 s.h.
Provides a systematic study of how behavior is initiated, sustained, directed,
and terminated. Laboratory projects are conducted. Prerequisites: Course in
experimental psychology; Psychology major or minor. (Schneider)
Psy 562 Physiological Psychology 3 s.h.
The relationship between behavior and the anatomy and physiology of the
nervous system is studied. Laboratory projects are conducted. Prerequisites:
Course in experimental psychology; Psychology major or minor. (Patton)
Psy 563 Perception 3 s.h.
The interaction of sensory and cognitive events in the production of
awareness of the world is evaluated. Laboratory projects are conducted.
Prerequisites: Course in experimental psychology; Psychology major or minor.
(Ross)
Psy 565 Conditioning and Learning 3 s.h.
The focus is on animal research with discussion of classical conditioning
discrimination learning and adversive control of behavior. Laboratory projects
are conducted. Prerequisites: Course in experimental psychology; Psychology
major or minor. (Walz)
Psy 566 Human Learning and Memory 3 s.h.
The methodology employed in the areas of verbal learning and retention,
encoding, storage, and retrieval processes are discussed. Laboratory projects are
conducted. Prerequisites: Course in experimental psychology; Psychology major
or minor. (Grover)
Psy 567 Animal Behavior 3 s.h.
Behavior of various animal species and man are examined from the position
of evolution of behavior as adaptation to a changing ecology. (Schneider)
Psy 568 Advanced Learning Theories 2 s.h.
A review of current research and theoretical developments in the psychology
of learning. (Staff)
Psy 57 1 Seminar in Psychology 3 s.h.
Each seminar is designed to examine a special topic in Psychology in added
depth. Students prepare presentations representing selected research areas.
Depsirtmental permission required. (Staff)
Psy 572 Independent Study in Psychology 2-6 s.h.
Individual students develop and conduct research studies in consultation with
a faculty member. Prerequisites: Psychology major or minor; departmental
consent. (Staff)
Psy 575 Advanced Psychological Practicum 3-9 s.h.
Provides graduate students qualified in either psychology or guidance with
working experience in a clinical situation. Prerequisites: Permission of Director
of Psychological Clinic or Coordinator of Practicum. (Staff)
Psy 590 History of Psychology 3 s.h.
A comprehensive overview of the historical antecedents of contemporary
psychology. Prerequisite: Psychology major or minor. (Grover)
/
PROGRAM CURRICULA / 183
READING
READING
Dr. George Zepp, Coordinator
There is a marked need for qualified and properly certified reading personnel
in public and parochial schools at all levels of instruction. In particular, there is a
noted shortage of both Reading Specialists and Reading Supervisors in the
Commonwealth of Pennsylvania.
In keeping with these demands, Indiana University of Pennsylvania provides
and directs the formal learning experiences of the Reading Specialists and
Reading Supervisor at the graduate level. These learning experiences entail both
classroom and clinical instruction by faculty members who are sincere and
dedicated to the students and the programs. In addition, the faculty members
represent a marked balance with a variety of backgrounds and areas of expertise
— reading, elementary and secondary education, psychology and reading
research.
Specific Requirements
Students seeking a Master of Education degree with a major in Reading and
who desire certification as a Reading Specialist are required to complete a
minimum of 30 semester hours of course work selected from the curriculum
designed for the preparation of Reading Specialists.
Those students seeking certification as a Reading Supervisor must complete
the Master of Education degree with a major in Reading, be certified as a
Reading Specialist, and complete a minimum of 14 semester hours of course
work selected from the Reading Supervisor's program of studies below.
Procedures for Admission
An applicant must first be admitted to the Graduate School as a qualified
student. He then secures the Reading Program application packet from the
Coordinator of the Graduate Reading Program (Room 312, Davis Hall),
completes the forms and returns them to the Coordinator's office for review.
Applicants may be requested to report for an interview with the Reading
Faculty and will be notified of admission to the program.
Upon admission to the Reading Program, students should arrange to meet
with the Coordinator to formulate an approved program of courses.
Criteria for final recommendation for certification as a Reading Specialist
and/or Reading Supervisor are successful completion of required course work
and recommendations of Reading faculty.
MASTER OF EDUCATION DEGREE IN READING
Reading Specialist Curriculum
I. Reading and Related Subject Matter Minimum Hours 1 2 s.h.
*Ed. 500 Basic Foundations of Reading Instruction 2 s.h.
*Ed. 501 Diagnosis and Remediation of Reading Disabilities . . 2 s.h.
*Ed. 502 Reading Practicum: Diagnostic Case Studies 2 s.h.
*Ed. 503 Reading Practicum: Remedial Case Studies 2 s.h.
Ed. 507 Instructional Materials in Reading for
Children & Youth 2 s.h.
Ed. 508 Reading in the Content Areas 2 s.h.
*Ed. 509 Evaluative Instruments in Reading 2 s.h.
Ed. 510 The Teaching of Reading in the
Secondary Schools 2 s.h.
Ed. 520 Reading Instruction for the Culturally
Disadvantaged 2 s.h.
Ed. 596 Independent Study in Reading Education 2-4 s.h.
184 / GRADUATE SCHOOL AT INDIANA
Ed. 597 Seminar in Special Problems in Reading 2 s.h.
Ed. 598 Research Seminar in Reading 2 s.h.
ElEd. 547 Resource Material in Children's Literature 2 s.h.
II. Educational Psychology Minimum Hours — 2 s.h.
EP 502 Advanced Educational Psychology 2 s.h.
EP 518 Interpretation of Psychological and
Educational Tests 2 s.h.
EP 573 Advanced Psychology of Adolescent Education .... 2 s.h.
EP 561 Group Dynamics in Education 2 s.h.
III. Psychology Minimum Hours — 2 s.h.
SpE 531 Psychology of the Exceptional Child & Youth 2 s.h.
PC 534 Abnormal Psychology 2 s.h.
SE 538 Psychology of the Gifted Child 2 s.h.
SE 539 Psychology of the Mentally Retarded 2 s.h.
PC 540 Community Psychology & Mental Health 2 s.h.
IV. Educational Research Minimum Hours — 6-8 s.h.
*Grad. 515 Elements of Research 2 s.h.
Grad. 516 Statistical Methods I 2 s.h.
Grad. 5 1 7 Statistical Methods II 2 s.h.
Grad. 550 Thesis (Adviser) 1-2 s.h.
(Committee) 3-4 s.h.
V. Foundations of Education Minimum Hours — 2 s.h.
Fd.Ed. 511 Historical Foundations of Education 2 s.h.
Fd.Ed. 512 Philosophical Foundations of Education 2 s.h.
Fd.Ed. 513 Social Foundations of Education 2 s.h.
Reading Supervisor's Program
Minimum Hours — 14 s.h.
*Ed. 504 Remediation of Severe Reading Disability Cases .... 2 s.h.
*Ed. 505 Administration & Supervision of
Reading Programs 2 s.h.
*Ed. 515 Decision Making in Curriculum Development 2 s.h.
*Ed. 570 Internship in Supervision of Reading
Instruction 2-4 s.h.
Ed. 596 Independent Study in Reading Education 2-4 s.h.
Ed. 597 Seminar in Special Problems in Reading 2 s.h.
Ed. 598 Research Seminar in Reading 2 s.h.
*Required
COURSE DESCRIPTIONS
Ed 500 Basic Foundations of Reading Instruction 2 s.h.
Study of reading from beginnings (readiness) through the principles,
problems, techniques, and materials designed to foster two types of growth; (1)
growth "in" reading as children develop skills, abilities, and habits which enable
them to progress toward maturity in reading i.e., as they become increasingly
effective and skillful in this mode of communication and (2) growth "through"
reading as children develop interests, attitudes and understandings which enable
them to progress toward maturity in living i.e., as their personal and social life is
enhanced as a result of reading.
PROGRAM CURRICULA / 185
READING
Ed. 501 Diagnosis and Remediation of Reading Disabilities 2 s.h.
Discusses the general principles of diagnosis, types (jf diagnosis, specifit
approaches to diagnosis, utilization and examinations of group and individual
tests, and methods and materials which may be used in the remediation of the
disability.
Ed. 502 Reading Practicum: Diagnostic Case Studies 2 s.h.
Gives the enrollee the opportunity to put into practice the techniques of
diagnosis he has learned in Ed. 502. By preparing a case study on a hypothetical
pupil and then on an actual pupil who has l>een referred to the clinic because of
a reading disability, the graduate student will have the advantage of admin-
istering and interpreting a battery of tests, formal and informal, that will
hopefully lead to specific recommendations for further testing, if appropriate,
and remediation. Prerequisites: Ed. 500 and Ed. 501.
Ed. 503 Reading Practicum: Remedial Case Studies 2 s.h.
While enrolled in this practicum the student will have the opportunity of a
previously written case study. The study will design and implement the program,
select the appropriate learning materials, administer further diagnostic tests to
determine additional problems, if any, and make recommendations for further
remediation. Prerequisites: Ed. 500, Ed. 501, Ed. 502.
Ed. 504 Remediation of Severe Reading Disability Cases 2 s.h.
Considers the scope of extreme disability cases, analysis and treatment. It
includes: (1) primary and secondary classifications of reading difficulties; (2)
specific patterns of syndromes of severe reading disabilities together with
diagnosis and prognosis of them, and (3) specific treatment advocated for these
disabilities.
Ed. 505 Administration and Supervision of Reading Programs 2 s.h.
The role of the administrator and reading supervisor in reading programs will
be studied. Programs will be designed to achieve different purposes; supervision
of classroom teaching, creation of new developmental programs, parental and
public relations, reorganizing of current programs and survey of needs for
program planning.
Ed. 507 Instructional Materials in Reading for
Children and Youth 2 s.h.
Designed to familiarize the student not only with the materials for teaching
reading including basal reading series, comprehension development materials,
word attack materials, audio-visual materials, and mechanical devices, but also
the basic issues underlying the selection and use of reading instructional
materials for learners in a basic reading instruction and the content areas in
K-12.
Ed. 508 Reading in the Content Areas 2 s.h.
Emphasis is on problems relating to teaching students the reading and study
skills specifically needed in each of the subject areas at the elementars' and
secondary school levels. Content teachers learn how to develop students'
competence in these skills as part of their regular classroom instruction. Reading
specialists study ways to help classroom teachers be more effective in this kind
of instruction.
Ed. 509 Evaluative Instruments in Reading 2 s.h.
Introduces the student to various evaluative instruments used by reading
specialists to diagnose the noneducational areas (intellectual, physical,
emotional), and the educational (specific skills of comprehension, word
recognition, etc.). The student will have the opportunity to evaluate, administer,
and interpret a wide range of tests, and will work at either a familiarity or a
proficiency level with the various instruments.
186 / GRADUATE SCHOOL AT INDIANA
Ed. 510 The Teaching of Reading in the Secondary Schools 2 s.h.
A systematic study of the objectives, methods, materials, and organization of
junior and senior high school reading programs.
Ed. 515 Decision Making in Curriculum Development 2 s.h.
Analysis of philosophical, sociological, psychological basis for the creation of
curricular patterns, K-14. Includes utilization of technological devices, a critical
examination of basic concepts underlying the determination of objectives,
selection and organization of subject matter. Current curriculum research will be
analyzed, as will existing instructional materials and programs.
Ed. 520 Reading Instruction for the Culturally Disadvantaged 2 s.h.
Methods and materials for the instruction of disadvantaged children and
adults will be combined with a survey of the psychological and social
understandings necessary to the instruction of the urban and under-educated.
Ed. 570 Internship in Supervision of Reading Instruction 2-4 s.h.
Students are assigned to various school systems and clinical agencies in which
they perform as supervisors under the faculty of the University and selected
local administration personnel. The internship includes research, discussions,
evaluation of reading programs, and supervision of developmental, corrective,
and remedial programs. The students participate in a weekly seminar which will
deal with various areas that are related to the internship's activities under the
leadership of the Reading faculty. This internship is designed for one full
semester.
Ed. 596 Independent Study in Reading Education 2-4 s.h.
Students may pursue independent study designed to develop critical thinking
and individual initiative through scholarly endeavor. The student, with the
cooperation of the Reading Faculty member with whom he expects to work in
the independent study and his Reading Faculty adviser, engages in a study
individually or with a small group on some problem or field not clearly defined
in existing courses which is of personal significance to him. Prerequisites
are permission of the special independent study adviser and the Reading Faculty
adviser.
Ed. 597 Seminar in Special Problems in Reading 2 s.h.
The focus will vary with attention being given to topics as diverse as reading
disability, preschool reading instruction, adult literary programs, or the
organization of school-wide reading programs.
Ed. 598 Research Seminar in Reading 2 s.h.
Will focus on a survey of research in the field of reading and its pedagogy,
both historical and recent. Students will scrutinize and report on research in
reading according to their interest. Areas of research concentration can vary each
term. Prerequisite: Permission of Adviser.
ElEd. 547 Resource Material in Children's Literature 2 s.h.
Concerned with the selection and evaluation of children's literature as a
resource for teaching and learning. Although traditional and modem literature in
prose and poetry will be considered, much emphasis will be given to non-fiction.
Ways will be studied to use these materials in the elementary school program.
PROGRAM CURRICULA / 187
ROMANCE AND CLASSICAL LANGUAGES
ROMANCE AND CLASSICAL LANGUAGES
Charles W. Faust, Chairman
Herbert E. Isar, Director of Graduate Studies
Fernand Fisel Joseph B. Spieker
Cruz Mendizabal
The Romance and Classical Language Department offers an opportunity to
earn either the Master of Education Degree or the Master of Arts degree in
Spanish.
The Master of Education Degree in Spanish is designed for persons teaching
or intending to teach in public schools. Those who plan to obtain a doctorate, as
well as candidates for a graduate degree who do not desire to enter teaching, are
advised to earn the Master of Arts Degree in Spanish.
CURRICULUM FOR MASTER OF EDUCATION DEGREE (SPANISH)
Students working for this degree will complete 30 semester hours and a
research project. A minimum of 18 semester hours in subject matter content
(i.e., Spanish) must be included, unless the candidate elects FL 525. In that case,
a minimum of 12 semester hours in Spanish will be required. A reading
knowledge of French or of a second foreign language acceptable to the
Department must be demonstrated at the time the student is admitted to
candidacy for the degree with a major in Spanish.
The research project carries two credits which cannot, however, be earned by
reducing the credit requirement in the Subject Matter Concentration Area.
I. Subject Matter Concentration Area — FL 525 and 12 semester hours or 18
semester hours, minimum, but vide infra.*
Span 510 History of the Spanish Language 2 s.h.
Span 511 Stylistic Studies 2 s.h.
Span 512 Advanced Composition and Conversation 2 s.h.
Span 520 Medieval Spanish Literature 2 s.h.
Span 521 Sixteenth Century Spanish Prose 2 s.h.
Span 522 Seminar on Cervantes 2 s.h.
Span 523 Seminar on Perez Galdos 2 s.h.
Span 524 Seminar in the Generation of 1898 2 s.h.
Span 525 Hispanic Poetry since 1888 2 s.h.
Span 526 The Spanish Novel after the Civil War 2 s.h.
Span 530 Hispano-American Authors (Social themes) 2 s.h.
II. Suggested Related Studies
Eng 521 Modern European Fiction 2 s.h.
Eng 544 Seminar in the Psychology of Language 2 s.h.
FL 521 Language and Society** 2 s.h.
FL 525 Valladolid (Optional)* 6 s.h.
Geog 527 Mexico. Middle America and West Indian Islands ... 2 s.h.
Geog 528 South America 2 s.h.
Hist 542 Contemporary Latin American Problems 2 s.h.
Anth 592 Comparative Cultures*** 3 s.h.
Anth 593 The Science of Culture 3 s.h.
*If undergraduate credits were obtained for study at the University of
Valladolid, FL 525 cannot be taken, and the candidate will satisfy
requirements by taking thirty credits (eighteen in Spanish) at the Indiana
University of Pennsylvania.
**Cannot be taken if candidate received undergraduate credit for Ling. 421.
***Prerequisite: Introductory Anthropology on the undergraduate level.
188 / GRADUATE SCHOOL AT INDIANA
III. Foundations of Education — any 4 semester hours selected from:
FdEd 511 Historical Foundations of Education 2 s.h.
FdEd 512 Philosophical Foundations of Education 2 s.h.
FdEd 513 Social Foundations of Education 2 s.h.
IV. Research Techniques — the following course is required. It should be
scheduled early in the student's program but not as a first (graduate) course.
Grad 515 Elements of Research 2 s.h.
CURRICULUM FOR MASTER OF ARTS DEGREE (SPANISH)
Students working for this degree will complete a minimum of 30 semester
hours which include a research paper. A minimum of 20 semester hours in
subject matter content (i.e., Spanish) must be included, unless the candidate
elects FL 525. In that case, a minimum of 14 semester hours in Spanish will be
required. A reading knowledge of French or of a second foreign language
acceptable to the department must be demonstrated before the student is
admitted to candidacy for the degree (M.A. in Spanish).
I. Subject Matter Concentration Area: FL 525 and 14 semester hours or 20 s.h.,
minimum, but vide infra.*
Span. 510 History of the Spanish Language 2 s.h.
Span. 511 Stylistic Studies 2 s.h.
Span. 512 Advanced Composition and Conversation 2 s.h.
Span. 520 Medieval Spanish Literature 2 s.h.
Span. 521 Sixteenth Century Spanish Prose 2 s.h.
Span. 522 Seminar on Cervantes 2 s.h.
Span. 523 Seminar on Perez Galdos 2 s.h.
Span. 524 Seminar in the Generation of 1898 2 s.h.
Span. 525 Hispanic Poetry since 1888 2 s.h.
Span. 526 The Spanish Novel after the Civil War 2 s.h.
Span. 530 Hispano-American Authors 2 s.h.
II. Suggested Related Studies
Anth. 592 Comparative Cultures** 3 s.h.
Anth. 593 The Science of Culture 3 s.h.
Art 527 Renaissance Art 2 s.h.
Eng 521 Modern European Fiction 2 s.h.
Eng 544 Seminar in the Psychology of Language 2 s.h.
FL 521 Language and Society (required)*** 2 s.h.
FL 525 Valladolid (optional)* 6 s.h.
Geog. 527 Mexico, Middle America and
West Indian Islands 2 s.h.
Geog. 528 South America 2 s.h.
Hist. 542 Contemporary Latin American Problems 2 s.h.
Pols 581 Political Systems: Latin America 3 s.h.
Soc. Sci. 598 Argentine Seminar* 2 s.h.
and other graduate courses at lUP with prior approval of the graduate
student's adviser.
III. Research Techniques — the following course is required. It should be
scheduled early in the student's program but not as a first graduate course.
Grad. 515 Elements of Research 2 s.h.
IV. Grad. 550 No-Committee Thesis (Research Paper) ' .... 2 s.h.
*If undergraduate credits were obtained for study at the University of
Valladolid, FL 525 cannot be taken, and the candidate will satisfy
PROGRAM CURRICULA / 189
ROMANCE AND CLASSICAL LANGUAGES
requirements by taking thirty credits (twenty in Spanish) at the Indiana
University of Pennsylvania. I' urthermorc, since a maximum of six graduate
credits can be earned abroad, a combination of II- !i2f^ and So( .S( i. H9H is to
be avoided.
**Prerequisite: Introductory Anthropology on the undergraduate level.
***Cannot be taken if candidate received undergraduate credit for King. 42 I .
NOTE: The above took effect at the time the Graduate Clouncil and Senate
approved the M.A. program, with the understanding that no credits may be
applied toward both the M.A. and the M.Ed, degrees. Students already enrolled
at the time of approval (March/April 197.3) opt for one or the either degree.
COURSE DESCRIPTIONS
FL 521 Language and Society 2 s.h.
Designed to acquaint the student with the salient facts of language and its
fundamental role in the development and continuity of society and culture.
Some points considered are: language families and their characteristics, factors
of linguistic change and development, reciprocal influences of culture and
language, linguistic borrowing, psycholinguistics, and systems of writing. (Open
to non-majors and majors)
Fl 525 Foreign Study (optional) 6 s.h.
Intensive study of the Spanish language and culture at the University of
Valladolid, Spain, from approximately February 1 to July 1. For a detailed
description vide the annual Indiana University publication, THE PENNSYL-
VANIA-VALLADOLID STUDY IN SPAIN PROGRAM.
NOTE: In the .case of candidates for an advanced degree in a field other than
Spanish, the 6 credits earned in FL 525 can be applied toward the Master's
Degree at Indiana University, representing elective credits.
FL 525 is of exceptional interest and value to persons who have begun the
teaching of Spanish in recent years.
In addition to the annual Indiana University of Pennsylvania publication. The
Pennsylvania-Valladolid Study in Spain Program, vide the annual pamphlet,
Curso de estudiantes norteamericanos de la "Indiana University of Pennsyl-
vania", printed by the Facultad de Filosofia y Letras (School of .\rts and
Sciences), University of Valladolid, Spain. (The latter publication is available at
the office of the Program Director, Dept. of Romance and Classical Languages,
Indiana University of Pennsylvania.
Span 510 History of the Spanish Language 2 s.h.
The development of Castilian (phonological, morphological, semantic and
syntactic) from the earliest written records to the present time; dialects and
dialect geography, particularly in Spanish America; vocabulary borrowing as
indicative of cultural imports.
Span 511 Stylistic Studies 2 s.h.
Intensive and detailed analysis of selected modern prose works, preferably the
novel and essay, with emphasis upon the study of syntax, idiomatic elements,
and colloquialisms. Written and oral reports in Spanish.
Span 512 Advanced Composition and Conversation 2 s.h.
Stresses the acquisition of fluency in speech and accuracy in written work in
Spanish. Supervised teaching on the part of the graduate student in the course
will develop poise while intensifying the ability to speak with ease and to correct
mistakes in writing.
190 / GRADUATE SCHOOL AT INDIANA
Span 520 Medieval Spanish Literature 2 s.h.
Study of representative texts from the origins through the fifteenth century,
the epic, the chronicle, the theater, the ballad. The Cantar de Mio Cid, Auto de
los Reyes Magos, and the Roncesvalles fragment will be dealt with in depth;
significant portions of other items will be read.
Span 521 Sixteenth Century Spanish Prose 2 s.h.
A study of the most representative prose genres of the period, viz., mystic
and didactic prose, and the pastoral, historical, and picaresque novel, with
emphasis on the writings of the mystics and on the picaresque novel.
Span 522 Seminar on Cervantes 2 s.h.
Analysis of the thought and style of Cervantes, with special emphasis on the
Quixote.
Span 523 Seminar on Perez Galdos 2 s.h.
Analysis of the spiritual orientation (e.g.. Christian existentialism), thought,
and style of the author, notably in his Novelas Contemporaneas. Oral and
written reports in Spanish.
Span 524 Seminar in the Generation of 1898 2 s.h.
Intensive study of the historical and ideological significance and literary con-
tribution of the galaxy of writers knowm as the Generation of '98, notably
Unamuno, "Azorin", Benavente, Baroja, Ortega, and Blasco Ibanez.
Span 525 Hispanic Poetry since 1888 2 s.h.
Ruben Darjo and the rise of modernismo in Spain and Spanish America;
poetry and the Generition of '98; reactions against modernismo.
Span 526 The Spanish Novel after the Civil War 2 s.h.
Detailed analysis of the impact of the Spanish Civil War in its triple con-
sideration as an ideological, political, and social conflict, on the novel and the
subsequent evolution of Spanish narrative. Significant works by Cela, Gironella,
Laforet, Delibes, Quiroga, Matute, and Goytisolo will be read. Oral and written
reports in Spanish.
Span 530 Hispano-American Authors (Social Themes) 2 s.h.
Study of the most significant texts from colonial times to the present, the
chronicle, poetry, essay, and especially the modern novel as the main exponent
of the problems confronting Spanish-American society.
Note that all courses, except FL 521, are conducted in Spanish.
PROGRAM CURRICULA / 191
SCIENCE
SCIENCE
Charles R. Fuget, Director
Division of Natural Science and Mathematics
This degree is designed for teachers who are teaching General Science, for
those who teach more than one science subject, and for those who have a
deficiency in one or another of the fields of science. It may be to their advantage
to be able to select courses from a variety of fields. The Master of Education
degree with a major in Science should enable such teachers to upgrade their
teaching by selecting suitable courses from the electives in the various fields
listed under the Biology, Chemistry, Geoscience, and Physics headings. Students
should study the prerequisites carefully to make sure they have the background
for the courses they wish to take.
CURRICULUM FOR MASTER OF EDUCATION DEGREE IN SCIENCE
In order for a student to major in Science, he must have completed one year
of undergraduate work in Biology, Chemistry, and Physics.
Students working for this degree with a major in Science will complete the
thirty (30) semester hours of work in accordance with the following divisions:
I. Subject Matter Concentration Area — 14-22 semester hours of work in
subject matter content is to be selected from the various courses in the major
areas of Biology, Chemistry, Geoscience and Physics with the approval of the
candidate's adviser.
II. Professional Studies — 4-10 semester hours of work, including Independent
Study — Thesis to be selected from the following:
Grad 516 Statistical Methods I 2 s.h.
LRes 500 Seminar in Learning Resources 2 s.h.
Grad 550 Independent Study Thesis 2-4 s.h.
SE 531 Psychology of the Exceptional Child 2 s.h.
EdPsy 580 Studies in Pupil .Adjustment 2 s.h.
III. Foundations of Education— 2 semester hours of work to be selected from
the following courses:
FdEd 511 Historical Foundations of Education 2 s.h.
FdEd 512 Philosophical Foundations of Education 2 s.h.
FdEd 513 Social Foundations of Education 2 s.h.
IV. Research Techniques — the following course is required. It should be
scheduled early in the student's program:
Grad 515 Elements of Research 2 s.h.
In certain courses in the science department, additional laboratory time may
be required beyond the regularly scheduled periods. Students who select a four-
credit sequence are required to complete the sequence.
COURSE DESCRIPTIONS
Sci 572 Experimental Techniques in Chemistry and Physics 2 s.h.
Emphasis will be placed on scholarly experience in experimentation, observa-
tion, and application of scientific concepts. Classroom and lecture demon-
strations will be prepared, presented, and evaluated by students and instructor.
Special attention will be given to the development of new ideas and new ways of
presenting scientific principles. Prerequisites: Chemistry I, II, Physics I, II
(Bordas)
192 / GRADUATE SCHOOL AT INDIANA
Sci 573-574 Computations in Physics and Chemistry 4 s.h.
Designed to help the teacher of physics and chemistry, who has a limited
background in mathematics, to become more skillful in the solution of problems
usually encountered in physics and chemistry courses. It should also provide him
with a more adequate background to deal with the problems in his courses in the
graduate program. (Mathematics Staff)
Sci 575 The Growth of Science and Its Concepts I 2 s.h.
Traces the development of the Science concepts like time, matter and motion
in Astronomy, Biology, Chemistry, Geology and Physics and their interaction
with the growing society of Western Civilization from the earliest beginnings to
the time of Newton. The treatment of these concepts will be essentially non-
mathematical.
Sci 576 The Growth of Science and Its Concepts II 2 s.h.
The influence and development of the concepts like time, matter and motion
on Science and Western Civilization are studied from Newton to the present time
with emphasis on the ideas of Relativity and Quantum Theory. Stress will be
placed on the non-mathematical understanding of the basic ideas. Science 576
may be taken without having had Science 575, if the student secures the permis-
sion of the instructor.
Bio 568 Biology Practicum 2 s.h.
Designed to convey to the high school biology teacher the knowledge of the
preparation of culture media and solutions. Problems and techniques unique to
the biological sciences wath respect to demonstration material, handling and
housing of plants and animals, safety in the laboratory and in the field, and the
maintenance of equipment will be discussed. Theoretical and practical work will
be done with the development of ongoing experiments and research projects.
Handbooks and other resource materials useful in the "laboratory approach" to
biology will be given special attention.
PROGRAM CURRICULA / 193
SCIENCE FOR THE ELEMENTARY TEACHER
sciKNc:i: FOR rin:
ELEMENI ARY SCHOOL lEACHER
Francis W. Liegey, Cliairman
Robert N. Moore, Director
Thomas E. Conway Frederick R. Park
Joseph J. Costa Paul Prince
Gary M. Ferrence David M. Riban
Walter H. Granata, Jr. - Fred Schrock
William I. Heard Martin L. Stapleton
Leon J. Hue Connie Sutton
Robert King Richard F. Waechter
Jack Kuhns Richard E. Wolfe
Robert N. Moore
The program leading to a Master of Education Degree in Elementary Science
is designed to give elementary teachers depth and competency in the content
areas of the physical and biological sciences. The assemblage of courses cited
below should prepare the student for work as an Elementary Science resource
person within his school or school district. Except for Bio 500 and Geos 570 all
of these courses are not open to majors in Biology, Chemistry, or Physics.
Following admission to the graduate school, each candidate is expected to
appear before the Elementary Science Committee. At this meeting the candidate
will be assigned to an advisor who will assist the student in planning the program
of study deemed most appropriate for his professional growth. This advisor may
also assist the student in selecting, preparing, and presenting his thesis or re-
search project.
CURRICULUM FOR MASTER OF EDUCATION DEGREE
This program is not intended for certification in science at the secondary
level. It is designed to provide the elementary teacher with an opportunity to
increase his ability to teach science at the elementary level. Students working for
this degree with a major in Elementary Science will complete the 30 semester
hours of work in accordance with the following divisions:
I. Subject Matter Concentration Area — 14-22 semester hours of work in
subject matter content are to be selected from the following courses, except
that a more advanced course may be required by the adviser if the
background of the student warrants. It should be noted that in some courses
in Elementary Science additional laboratory time may be required beyond
the regularly scheduled periods.
ElSc 510 Education in the Out-of-doors 2 s.h.
EISc 511 Education in the Out-of-doors 2 s.h.
ElSc 530 Quantitative Tools for Elementary Science 2 s.h.
EISc 540 Chemistry I 2 s.h.
EISc 541 Chemistry II 2 s.h.
EISc 550 Physics I 2 s.h.
EISc 55 1 Physics II 2 s.h.
EISc 560 Botany I 2 s.h.
EISc 561 Botany II 2 s.h.
EISc 564 Zoology I 2 s.h.
EISc 565 Zoology II 2 s.h.
EISc 566 Conservation 2sh
EISc 568 Field Biology I 2 s h
EISc 569 Field Biology II 2 s!h!
ElSc
570
ElSc
574
ElSc
580
Math
521
Geos
570
ElSc
588
Bio
500
194 / GRADUATE SCHOOL AT INDIANA
Geology 2 s.h.
Meteorology 2 s.h.
Astronomy 2 s.h.
Basic Concepts in Mathematics 2 s.h.
Oceanography I 2 s.h.
Field Natural History of Western Pa 2 s.h.
Special Studies 2-6 s.h.
II. Professional Studies — 4-10 semester hours of work including research paper
or the thesis to be selected from the following:
LRes 500 Seminar in Learning Resources 2 s.h.
Grad 516 Statistical Methods I 2 s.h.
Grad 550 Thesis 2-4 s.h.
El 501 Diagnosis and Remediation of Reading Disabilities .... 2 s.h.
El 531 Curriculum Problems in Elementary Education 2 s.h.
El 542 Mathematics in the Elementary School 2 s.h.
El 543 Resource Materials in Elementary Science 2 s.h.
El 544 Recent Trends in Elementary Language Arts 2 s.h.
El 548 Creativity and the Elementary School Child 2 s.h.
El 551 Recent Innovations in Elementary Education 2 s.h.
El 552 Evaluating the Elementary School 2 s.h.
El 553 Supervision and Improvement of Instruction in
the Elementary School 2 s.h.
El 555 Recent Trends in Human Development and Learining . . 2 s.h.
Ed Psy 580 Studies in Pupil Adjustment 2 s.h.
Psy 536 Psychology of Learning 2 s.h.
ElSc 592 Elementary Science Curriculum 2 s.h.
III. Foundations of Education— 2 semester hours of work to be selected from
the following courses:
FdEd 511 Historical Foundations in Education 2 s.h.
FdEd 512 Philosophical Foundations in Education 2 s.h.
FdEd 513 Social Foundations of Education 2 s.h.
IV. Research Techniques — the following course is required. It should be
scheduled early in the student's program:
Grad 515 Elements of Research 2 s.h.
COURSE DESCRIPTIONS
ElSc 510-511 Education in the Out-of-doors 4 s.h.
Specifically designed to teach the elementary teacher to coordinate all of the
elementary subjects into lessons taught in the out-of-doors that cannot
ordinarily be taught in the classroom. Four (4) hours of laboratory. (Summers
only) (Hue, Kuhns)
ElSc 530 Quantitative Tools for Elementary Science 2 s.h.
Designed to help the elementary teacher become acquainted with and gain
proficiency in the quantitative aspects of science. The emphasis will be on prac-
tical problem solving related to typical laboratory data. Considerable time will
be spent on instruments, instrument calibration, graphing, and graph inter-
pretation (interpolation and extrapolation). The area under the curve idea and
the meaning of slope on a graph will be explored extensively. Concentrated
instruction in the use of the slide rule, use of logarithms and algebra, trigon-
ometric functions, scientific notation and significant figures will be used as tools
to achieve the above objectives. (Wolfe)
PROGRAM CURRICULA / 195
SCIENCE FOR THE ELEMENTARY TEACHER
EISc 540-541 Chemistry I, II 4 s.h.
Oesigned to help the elementary teacher become acquainted with chemistry
as it is today. They approach the study of chemistry through investigation.
Unifying principles of chemistry will be developed placing emphasis on ex-
perimentation. No previous college chemistry is necessary as a prerequisite. They
are laboratory-centered courses. It is planned that experiences be provided to
furnish data for a background in which principles and topics are discussed. The
methodology employed provides experiences that elementary teachers will find
helpful in teaching science in the grades. Three (3) hours of lecture and/or
laboratory per week for each course. It is necessary to complete Chemistry I
before scheduling Chemistry II. (Heard, Costa)
ElSc 550-551 Physics I, II 4 s.h.
Designed to increase the elementary teacher's knowledge and understanding
of the concepts, methods, and experimental techniques of physics as a back-
ground for the teaching of that part of science in the elementary school. It is not
the purpose to list what physics should be taught in the elementary grades nor
how to teach it. The period will be devoted to lecture, class discussion and/or
laboratory work. Physics I should be completed before Physics II is undertaken.
(Riban)
EISc 560 Botany in Elementary Science Education I 2 s.h.
A laboratory course involving a study of flowering plants. Plant structure and
processes will be studied. Utilizing plans of the immediate environment, con-
sideration will be given to the economic importance of plant and plant ecology.
(Schrock)
EISc 561 Botany in Elementary Science Education II 2 s.h.
This laboratory course is devoted to a study of non-flowering plants. The life
histories of a limited number of representative plants will be studied and the
physiology, ecology and economic importance of the various lower plant groups
will be considered. (Schrock)
EISc 564 Zoology in Elementary Science Education I 2 s.h.
A laboratory and field study course that begins with a survey of zoological
taxonomy and proceeds with the study of representative invertebrate taxa.
Emphasis is placed upon forms which may be observed or collected in the field
during fall and early winter. (Stapleton)
EISc 565 Zoology in Elementary Science Education II 2 s.h.
A laboratory and field course which stresses the natural history of vertebrate
forms and their ecological relationships. General embryological and genetic
principles are considered. Homologous structures are compared and their
functions studied. Principles of animal behavior are introducted. (Stapleton)
EISc 566 Conservation 2 s.h.
A new concept in conservation — corrective and preventive conservation for
man's survival. The problems of pollution and population are the central theme.
Field work is required. (Ferrence or Hue)
EISc 568-569 Field Biology I, II 4 s.h.
A laboratory course that will acquaint the elementary teacher with the
biological environment outside of the classroom and will also provide a number
of activities that are applicable to the elementary school. Four (4) hours of
laboratory, (summers only) (Waechter)
EISc 570 Geology 2 s.h.
Designed specifically for those students enrolled in the elementarv' science
program. One semester of descriptive geology is assumed as a geolog>' back-
ground. Other students should acquire the consent of the instructor. Includes a
study of rocks and geology formations as they are related to elementary science.
196 / GRADUATE SCHOOL AT INDIANA
Past history of the earth, as well as present day geologic phenomena are dis-
cussed. Field trips and laboratory work are part of the course. Two (2) hours of
lecture and/or laboratory. (Park)
EiSc 574 Meteorology 2 s.h.
The fundamentals of weather and weather instruments are discussed.
Familiarization with weather instruments, maps, and records, as well as activities
applicable to elementary science are underscored throughout the course. Two
(2) hours of lecture and/or laboratory. (Prince)
ElSc 580 Astronomy 2 s.h.
A descriptive and qualitative study of stellar and solar system Astronomy.
The topics include telescopes and space travel at a level adaptable to the elemen-
tary school classroom and involve techniques for their presentation. Two (2)
hours lecture and/or laboratory. (Woodard)
ElSc 588 Field Natural History of Western Pennsylvania 2 s.h.
Bus and automobile travel throughout Western Pennsylvania will constitute
the entire course. Places of interest in ecology, geology, and conservation, and
nature study will be visited. Offered in pre- or post-session only. Travel may
require that the student be away from the campus for several days at a time. A
travel assessment based upon needs will be made. (Ferrence)
ElSc 592 Elementary Science Curriculum 2 s.h.
This course is concerned with the various approaches to the teaching of
science and the elementary basis for these approaches. The study of new
curricula that are being used in the elementary schools and their psychological
relationships are covered. Two (2) hours of class. (Ferrence)
Geos 570 Oceanography I
See description under Geoscience. (Prince)
PROGRAM CURRICULA / 197
SOCIAL SCIENCE
SOCIAL SCIENCE
Raymond L. Lee, Associate Dean
David M. Azimi Richard F. Heiges Dorothy A. Palmer
Patrick A. Carone Harry Holt Edward E. Piatt
Edward Chaszar Marvin Huff Downey Raibourn
John Cross David S. Keene Chancy R. Rawleigh
Wayne Davis Rudolph Kraus Willis Richard
Alexander Garvin Myron Levenson Bert A. Smith
Virginia Gerald Robert L. Morris Donald A. Walker
Brooke Grant Esko E. Newhill Stephen B. Ware
Ronald C. Green Anja Olin-Fahle Edward Wilson
The Master of Education Degree with a major in Social Science is designed to
give secondary teachers greater depth and competency in the subject matter and
research techniques of the social sciences.
Each student admitted to the Graduate School will be assigned to an adviser
in the Social Science Division. All courses must be approved by that adviser.
Students working for this degree will complete a minimum of 30 semester
hours of work in accordance with the following divisions:
I. Subject Matter Concentration (14-22 s.h.)
Courses must be elected in three of five Social Sciences (Economics,
Geography, History, Political Science, Sociology-Anthropology) to a min-
imum of 12 s.h. Four semester hours may be elected in allied fields (English,
Mathematics, Foreign Language).
Criminology
See pages 102-107 for staff and course descriptions.
Economics
Econ 501 Foundations of Modem Economics 3 s.h.
Econ 526 Monetary Economics 3 s.h.
Econ 551 International Economics 3 s.h.
Econ 552 Comparative Economic Systems 3 s.h.
Econ 553 Contemporary Economic Issues 3 s.h.
Econ 554 Economics Seminar 3 s.h.
Econ 555 Labor Economics 3 s.h.
Econ 556 History of Economic Thought 3 s.h.
Geography
See pages 133-137 for staff and course descriptions.
History
See pages 144-146 for staff and course descriptions.
Political Science
Pols 501 Studies in Political Science 3 s.h.
PolS 502 Studies in Political Science 3 s.h.
PolS 510 Seminar in Community College Teaching 2 s.h.
PolS 550 The Presidency 3 s.h.
PolS 551 Legislative Process 3 s.h.
PolS 552 Public Opinion 3 s.h.
PolS 553 American Political Parties 3 s.h.
PolS 554 Metropolitan Problems 3 s.h.
PolS 558 Judicial Process 3 s.h.
PolS 559 Constitutional Law and Civil Liberties 3 s.h.
PolS 560 Political Philosophy 3 s.h.
198 / GRADUATE SCHOOL AT INDIANA
PolS 561 Modern Political Thought 3 s.h.
Pols 570 Foreign Policy Studies 2 s.h.
Pols 571 Federal Administrative Policy 3 s.h.
PolS 572 Comparative Political Studies 2 s.h.
Pols 573 Regional Political Studies 2 s.h.
PolS 574 Political Science Seminar (Prerequisite) 2 s.h.
PolS 581-
586 Political Systems:
PolS 581 Latin America 3 s.h.
PolS 582 Africa 3 s.h.
PolS 583 Asia 3 s.h.
PolS 584 Middle East 3 s.h.
PolS 585 Central and Eastern Europe 3 s.h.
PolS 586 Atlantic Community 3 s.h.
PolS 599 Political Science Internship 1-6 s.h.
Psychology
See pages 179-182 for staff and course descriptions.
Sociology- Anthropology
Soc 562 Deviant Behavior 3 s.h.
Soc 563 Intergroup Relations 3 s.h.
Soc 564 Sociology Seminar (Prerequisite) 3 s.h.
Soc 565 Adolescent in American Society 3 s.h.
Anth 591 Studies in Anthropology 3 s.h.
Anth 592 Comparative Cultures 3 s.h.
Anth 593 The Science of Culture 3 s.h.
Anth 594 Anthropology Seminar (Prerequisite) 3 s.h.
Anth 595 Pre-History 3 s.h.
Unclassified
SS 511 Social Science Seminar 2 s.h.
SS 514 Research Methodologies in the Social Science 2 s.h.
SS 521 Contemporary American Issues 2 s.h.
SS 561 Social Policy Studies 2 s.h.
SS 598-599 Contemporary Europe 2-6 s.h.
II. Professional Studies (6-12 s.h.)
EdPsy 578 Advanced Studies in Learning Problems 2 s.h.
EdPsy 506 Advanced Educational Psychology 2 s.h.
EdPsy 573 Advanced Psychology of
Adolescent Education 2 s.h.
FdEd 513 Sociological Foundations of Education 2 s.h.
or
FdEd 512 Philosophical Foundations of Education 2 s.h.
or
FdEd 511 Historical Foundations of Education 2 s.h.
SS 510 New Approaches in Social Science Instruction 2 s.h.
III. Research (4-6 s.h.) Students must program a methods course early in their
graduate work. This is followed by a seminar in which all theses or projects
are initiated.
Methods (2 s.h.)
SS 514 Research Methodologies in Social Science
or
Grad 515 Elements of Research
Seminar (2 s.h.)
Project or Thesis (0-2 s.h.)
PROGRAM CURRICULA / 199
SOCIAL SCIENCE
MASTER OF ARTS IN SOCIAL SCIENCE
This degree is designed to prepare instructors of Junior (College teaching. It
emphasizes preparation in two of the seven Social Sciences (Criminology,
Economics, History, Geograpliy, Fohlital Science, Psychology, Sociolcjgy-
Anthropology) in a major-minor arrangement. Students program as interns in
each of these fields in a course that stresses the organization, focus, teaching
techniques and materials of the discipline in general education. For a list of
departments currently participating in the program, consult the Director.
I. Subject Matter (20-22 s.h.)
1. Major Field (12-14 s.h.)
2. Minor Field (8-10 s.h.)
II. Professional Courses (4 s.h.)
1. Internship: Major Field (2 s.h.)
2. Internship: Minor Field (2 s.h.)
HI. Research Requirement (4-6 s.h.)
1. Elements of Research or
Research Methodologies in Social Science (2 s.h.)
2. Seminar — Major Field (2 s.h.)
3. Project or Thesis (0-2 s.h.)
COURSE DESCRIPTIONS - ECONOMICS
Econ 501 Foundations of Modern Economics 3 s.h.
(Not open to students who have credits of C or better in undergraduate Econ
121-122 sequence — Principles of Economics I and II — or equivalent.) Designed
for the stucient who is not already well grounded in the field. Modern mixed
capitalism, the price and market systems, and alternatives; national accounts
concepts; full employment theory; economic stability; monetary and fiscal
practices; product and factor pricing.
Econ 525 Monetary Economics 3 s.h.
An examination of monetary economics: the structure and function of
monetary institutions including the F'ederal Reserve System, the commercial
banks, financial intermediaries, the theory of the monetary economy, and
monetary policy. Prerequisite: Econ 501 or six s.h. of Principles of Economics.
Econ 551 International Economics 3 s.h.
The nature of the world economy, international trade, international
investment, current international institutions, and the foreign economic policy
of the United States. Prerequisite: Econ 501, or credits of C or better in six s.h.
of Principles of Economics.
Econ 552 Comparative Economic Systems 3 s.h.
Basic economic issues in capitalism, socialism, communism, and fascism, and
their relationships to political and social problems. Prerequisite: Econ 501, or
credits of C or better in six s.h. of Principles of Economics.
Econ 553 Contemporary Economic Issues 3 s.h.
Attention will be centered on problem areas of the domestic economy in this
course. The primary focus in each semester will be determined by student-
instructor interest. Prerequisite: Econ 501, or credits of C or better in six s.h. of
Principles of Economics.
200 / GRADUATE SCHOOL AT INDIANA
Econ 554 Economics Seminar 3 s.h.
Area research in the discipline, considering various facets of a central
problem. Prerequisite: Econ 501, or credits of C or better in six s.h. of Principles
of Economics.
Econ 555 Labor Economics 3 s.h.
A study of the problems involved in the relations between the workers and
management in a dynamic industrial society, and the economic aspects of the
solutions proposed or attempted by labor, management, and the government.
May not be programmed by students with undergraduate credit for Industrial
Relations. Prerequisite: Econ 501, or credits of C or better in six s.h. of
Principles of Economics.
Econ 556 History of Economic Thought 3 s.h.
Examination of the social, political, intellectual, and economic origins of the
work of the more prominent past economists, and of the content and impact of
their work. Prerequisite: Econ 501, or credits of C or better in six s.h. of
Principles of Economics.
COURSE DESCRIPTIONS - POLITICAL SCIENCE
PolS 501/502 Studies in Political Science each 3 s.h.
In depth study of a specific problem or topic not regularly treated in courses.
Emphasis is on readings and writing papers assigned by instructor. (Staff)
PolS 510 Seminar in Community College Teaching 2 s.h.
Designed especially to prepare Community College instructors through an
emphasis on the objectives, materials, techniques and evaluation of general
education programs in Political Science. Summer only. (Staff)
PolS 550 The Presidency 3 s.h.
An examination of the Office of President with attention to constitutional
foundations, evolution, structure powers, and functions. Evaluation of the
changing natures of the office within the American political system is stressed.
Some comparisons are made between presidential and parliamentary systems and
between the offices of President and Governor. May not be programmed by
students with undergraduate credit in the Presidency. (Thorpe)
PolS 551 The Legislative Process 3 s.h.
A functional study of legislative bodies and the process of legislation,
covering the organization of legislative assemblies, operation of the committee
system procedures, bill drafting aids, and controls over legislation. May not be
programmed by students with undergraduate credit in Legislative process.
(Thorpe)
PolS 552 Public Opinion 3 s.h.
A study of the nature of public opinion within the political system. Attention
is given to the formation of public opinion, expression, propaganda, mass media,
and interest groups. May not be programmed by students with undergraduate
credits in Public Opinion. (Green)
PolS 553 American Political Parties 3 s.h.
Traces historically the development of American Political Parties. Major
emphasis will be placed on modern party developments since 1900. May not be
programmed by students who have undergraduate credit in American Political
Parties. (Smith)
PolS 554 Metropolitan Problems 3 s.h.
Analyzes the multiplicity of problems facing our metropolitan areas.
PROGRAM CURRICULA / 201
SOCIAL SCIENCE
Contemporary developments such as urban renewal, the shrinking tax base,
federal aid to cities, subsidized mass transit, municipal authorities, and politic al
consolidation are examined. Pennsylvania municipalities are contrasted with
those of other states. May not be programmed by students with undergraduate
credit in Metropolitan Problems. (Green)
PolS 558 Judicial Process 3 s.h.
Explores the nature and limits of judicial power, the courts as policy-making
bodies, the selection of judges, the decision process, the external forces
impinging on the courts, and the role of the Supreme Court in its relationship
with Congress, the Presidency, and federalism. Judicial biographies and case
studies are included. May not be programmed by students with undergraduate
credit injudicial Process. (Keene)
PolS 559 Constitutional Law and Civil Liberties 3 s.h.
A study of the development of constitutional law through leading Supreme
Court decisions. Topics treated include the scope of federal powers, civil liberties
and civil rights, the nature of judicial review, federal-state relations. Attention is
given to the continuing controversy over the role of the Supreme Court in
American Society. May not be programmed by students with undergraduate
credit in Constitutional Law. (Keene)
PolS 560 Political Philosophy 3 s.h.
The evolution of the Western political tradition of Constitutionalism from
Plato and Aristotle to Locke and Montesquieu. The religious (Judeo-Christian)
and rational (Craeco-Roman) foundations. Medieval theories of authority and
representation in church and state. Early modern theories of authority and
sovereignty (Bodin and Hobbes). Emphasis on analysis of writings of leading
theorists. Concepts of law, natural rights, liberty and equality, and justice are
treated in detail. May not be programmed by students with undergraduate credit
in political Philosophy. (Wilson)
PolS 561 Modern Political Thought 3 s.h.
The development of political thought since the mid- 16th century. (Rousseau)
Classic Liberalism of the Philosophic Radicals. Conservative thought since Burke.
The nature and origin of modern irrational ideologies such as fascism and
national socialism. Socialist thought (Marxist and non-Marxist). Contemporary
collectivist liberalism. May not be programmed by students with undergraduate
credit in Modern Political Thought. (Wilson)
PolS 570 Foreign Policy Studies 2 s.h.
Considers selected problems in international affairs. Emphasis is placed on
those problems and conflicts which have evolved in the post-war era, particularly
as they relate to the position of the United States in World Affairs. Specific
problems are approached both in terms of the countries involved and in terms of
the existing balance in the world economic, ideological, and power structure.
PolS 571 Federal Administrative Policy 3 s.h.
An intensive study of the role of federal agencies and their administrators in
determining and developing public policy. Public administration in practice is
emphasized by utilizing case studies. Previous course in Public .\dministration is
desirable but not required. May not be programmed by students with
undergraduate credit in Federal Administrative Policy. (Palmer)
PolS 572 Comparative Political Studies 2 s.h.
Considers the theory, structure, politics, and problems of selected foreign
governments. Specific political ideas and governmental institutions are also
analyzed from the comparative point of view. Special emphasis is placed on
comparing and contrasting ideas and institutions with those of the United States.
(Morris, Carone, Piatt)
202 / GRADUATE SCHOOL AT INDIANA
PolS 573 Regional Political Studies 2 s.h.
Examines the structure and function of state, county, and municipal
governments. It emphasizes the problems faced by government at these levels
and seeks solutions to these problems. Pennsylvania governmental forms are
stressed but are contrasted with those of other states. (Heiges)
PolS 574 Political Science Seminar 2 s.h.
Area research in the discipline, considering various facets of a central
problem. Prerequisite: Grad. 515 or SS 514. (Staff)
PolS 581-586 Political Systems 3 s.h.
An intensive comparative study of the government and politics of a selected
region. PolS 572 Comparative Political Studies should be taken first, if possible.
PolS 581 Latin America (Chaszar)
PolS 582 Africa (Carone)
PolS 583 Asia
PolS 584 Middle East
PolS 585 Central and Eastern Europe (Piatt)
PolS 586 Atlantic Community (Carone)
PolS 599 Political Science Internship 1-6 s.h.
Practical experience in government and politics. Students are individually
assigned to a cooperating local or state government agency, political party, or
interest group, or to a federal or international agency when arrangements can be
made. Examples: Assemblyman, Congressman, Community Action Program,
Borough Manager, Planning Commission, Public Defender, Party Committee,
CIO-AFL. Student will report periodically to Professor in charge, and undertake
reading assignments and write such reports and papers as the Professor may
require. Course credit hours will be determined by Department Chairman and by
Professor in charge. Course grade will be determined by the Professor.
Prerequisite: Must have approval of instructor and Political Science Department
chairman. Course is offered only when arrangements for internship can be made
with cooperating agencies and is normally available only to full-time students or
during summer sessions. (Heiges)
COURSE DESCRIPTIONS-SOCIOLOGYANTHROPOLOGY
Soc 562 Deviant Behavior 3 s.h.
Crime as a social product. The social-individual analysis of criminal behavior,
its treatment and prevention. Lectures, discussions, papers. Prerequisite:
Principles of Sociology. (Newhill)
Soc 563 Intergroup Relations 3 s.h.
Intergroup tensions and conflicts will be the subject of study with the major
emphasis upon techniques of social action designed to reduce conflict.
Prerequisite: Principles of Sociology. (Shea)
Soc 564 Sociology Seminar 3 s.h.
Area research in the discipline, considering various facets of a central
problem. Prerequisite: Grad 515. (Staff)
Soc 565 Adolescent in American Society 3 s.h.
A study of the American Adolescent in his varieties is attempted in this
course. Because literature and research concern themselves mainly with the
alleged pathologies of the American Adolescent and the dysfunctions of
PROGRAM CURRICULA / 203
SOCIAL SCIENCE
contemporary culture and society it is the task of the lecturer to abstract, with
the help of discussion, that elusive "American Adolescent" who may bcccjme a
non-delinquent as well as a delinquent. In doing so one must also view the
contemporary American society and culture in this objective vein.
Anth 591 Studies in Anthropology 3 s.h.
A survey for graduate students of the evolution of man and culture,
presenting the principal findings of physical and cultural anthropology. (Staff)
Anth 592 Comparative Cultures 3 s.h.
A comparative study of selected examples of the world's cultures, from
primitive hunters to modern industrial systems, as adaptations to their
geographical and social habitats. (Staff)
Anth 593 The Science of Culture 3 s.h.
An introduction to the major theories of cultural anthropology which are
employed to account for the variety and structure of man's cultures. (Staff)
Anth 594 Anthropology Seminar 3 s.h.
Area research in the discipline, considering various facets of a central
problem. Prerequisite: Grad 515. (Staff)
Anth 595 Pre-History 3 s.h.
A survey of the evolution of man and culture in the Old and New World from
the earliest fossil and cultural forms to the Archaic Civilizations. Prerequisite:
Introduction to Anthropology. May not be programmed by students with
undergraduate credit for Archaeology. (Staff)
COURSE DESCRIPTIONS - UNCLASSIFIED
SS 510 New Approaches in Social Science Instruction 2 s.h.
Selected new and innovative curriculum projects and materials are examined,
beginning with an analysis of recent research in the behavioral sciences and
history. Some emphasis will also be placed on strategies for use of such materials
in the classroom. (Thorpe)
SS 511 Social Science Seminar 2 s.h.
Research in the methodology of Social Science in the Secondary schools.
Restricted to M.Ed, candidates. Prerequisite: Grad 515 or SS 514.
SS 514 Research Methodologies in the Social Science 2 s.h.
Selection of a research topic, techniques of locating and using source
materials, the evaluation of evidence, the organization of the tested data, and the
exposition of the tested data according to approved forms. Methodologies of
value of students of politics, economics, or sociology will receive attention, in
addition to those techniques usually treated in historiography. (Green)
SS 521 Contemporary American Issues 2 s.h.
This course will be conducted in seminar fashion, centering its attention on
one or two major contemporary American issues. Open only to non-majors in
the Social Sciences. (Lee)
SS 561 Social Policy Studies 2 s.h.
Focusing on several key issues on the American social scene, the class will
examine the genesis of each problem, the present conflict of values inherent in
the problem, the alternative proposals for its solution and the social con-
sequences. Open only to non-majors in the Social Sciences. (Newhill)
204 / GRADUATE SCHOOL AT INDIANA
SS 598-599 Contemporary Europe 2-6 s.h.
A study project devoted to the politics, economics, sociology, history and
culture of Europe through direct observation. (Staff)
(SS 598 is also used to designate Argentine Study Abroad. For details, con-
tact the Center for International Studies.)
CONTEMPORARY EUROPE
The Social Science Division annually sponsors a study-tour of Europe during
the Summer Session. This course, which carries 2-6 hours of graduate credit,
emphasizes the economic, social, political, and military organization of the
continent based on the historical development of the region. Interested students
are invited to write to:
Contemporary Europe
Center for International Studies
Indiana University of Pennsylvania
Indiana, Pennsylvania 15 701
Course descriptions for all History courses may be found in this bulletin
under the History section, Geography under the Geography section, and those
for Psychology under the Psychology section.
PROGRAM CURRICULA / 205
SPECIAL EDUCATION AND CLINICAL SERVICES
SPECIAL EDUCATION AND CLINICAL SERVICES
Morton M. Morris, Chairman
Marie K. Bahn Marshall G. Flamm
Nelson H. Bormann Marion M. Geisel
Maude O. Brungard Richard P. Mease
Wm. I). Chapman L. Leon Reid
Gene A. Felix tugene V. Scanlon
Jerry B. Fiddler Myron M. Yagel
The graduate program offers students a major option in one of the following
four areas of concentration: (1) Mentally Retarded (2) Speech and Hearing (3)
Emotionally Disturbed (4) Learning Disabilities. Each concentration area leads
to the Master of Education degree. A graduate level of competency in these areas
is in accord with national standards now emphasized by professional organiza-
tions such as the Council for Exceptional Children and the American Speech and
Hearing Association.
Students working toward the M.Ed, degree in any of the four concentration
areas should select 14-18 semester hours in their concentration area (Group I).
Students should also select 8-12 semester hours in the area of Professional
Studies and Electives (Group II), 2 semester hours in the area of Foundations of
Education (Group III), and 2 semester hours in the area of Research (Group IV).
Grad 515, Elements of Research should be taken early in the student's
program, for in this course plans for the thesis or research project may be
started. However, it should not be scheduled at the very beginning of the
program.
Admission to the M.Ed, program assumes that certain prerequisites normally
included in the student's undergraduate major have been completed successfully.
The prerequisites are specified individually for each of the four concentration
areas, as outlined below.
CURRICULUM FOR THE MASTER OF EDUCATION DEGREE
A minimum of 30 semester hours is required for the Master of Education
degree. Candidates with teaching certification in fields other than Special
Education will be required to complete additional semester hours depending on
individual background.
Group I. Subject Matter Concentration — Select 14-18 semester hours in one
option.
F'our options of Subject Matter Concentration are offered, each leading to the
Master of Education Degree; (1) Mentally Retarded; (2) Speech and Hearing;
(3) Emotionally Disturbed; (4) Learning Disabilities.
(l)MENTALLY RETARDED:
Admission of majors in this area of concentration assumes that the student
has basic teaching certification in this field, or is working toward such
certification. A student with a deficiency may be admitted provisionally with
the understanding that deficiencies will be made up. Upon successful
completion of the courses required to remove the deficiency the student will
be accepted to full graduate status.
Select 14-18 semester hours with adviser's approval:
SE 539 Psycholog>' of the Mentally Retarded 2 s.h.
SE 520 Curriculum and Methods (Elementary) 2 s.h.
SE 521 Curriculum and Occupational Education
(Secondary) 2 s.h.
206 / GRADUATE SCHOOL AT INDIANA
SE 522 Orientation to Rehabilitation 2 s.h.
SE 530 Organization and Administration of Programs
for Exceptional Children 2 s.h.
SE 535 Guidance and Adjustment 2 s.h.
SE 540 Diagnostic Techniques in Special Education 2 s.h.
SE 541 Interpretation of Psychological Test 2 s.h.
SE 545 Community and Agency Planning 2 s.h.
SE 555 Practicum and Internship 2-4 s.h.
SE 560 Selected Problems and Research 2 s.h.
SE 565 Education of Children with Social and
Emotional Maladjustments 2 s.h.
(2) SPEECH AND HEARING:
In admission of majors in Speech and Hearing, students must have
completed ast least 18 semester hours of certain subjects normally included in
the undergraduate major. If a student lacks three or more credits of
prerequisites he may be provisionally admitted to the department and upon
successful completion of the courses required to remove the deficiencies will
be accepted to full graduate status.
Select 14-18 semester hours with adviser's approval:
A. Basic Area (select 2 s.h. of course work in this area)
SH 550 Speech Science 2 s.h.
SH 650 Experimental Phonetics 2 s.h.
B. Speech Concentration
SH 504 Diagnostic Methods 2 s.h.
SH 510 Articulation 2 s.h.
SH 512 Cleft Palate 2 s.h.
SH 514 Cerebral Palsy 2 s.h.
SH 516 Stuttering 2 s.h.
SH 518 Voice 2 s.h.
SH 530 Childhood Aphasia 2 s.h.
C. Hearing (select 2-4 s.h. in this area)
SH 540 Advanced Audiology 2 s.h.
SH 640 Theories of Hearing 2 s.h.
D. Advanced Clinic Practicum (select 4-6 s.h. in this area; a minimum of 6 s.h.
of graduate work are prerequisite)
SH 561 Advanced Clinical Practicum I 2-3 s.h.
SH 663 Advanced Clinical Practicum II 2-3 s.h.
(3) EMOTIONALLY DISTURBED:
A prerequisite for admission to the M.Ed, program in this concentration
area is basic teaching certification. It is assumed that course work in the basic
skill subjects of teaching reading and teaching arithmetic are included in the
student's background. Work in human growth and development and in mental
health are also considered fundamental.
The following concentration leads to the M.Ed, degree with certification
to teach the Emotionally Disturbed, as an extension of a basic teaching
certificate. Select 14-18 semester hours with adviser's approval:
*SE 565 Education of Children with Social and
Emotional Maladjustments 2 s.h.
*SE 555 Practicum and Internship 2-6 s.h.
*SE 540 Diagnostic Techniques in Special Education 2 s.h.
SE 522 Orientation to Rehabilitation 2 s.h.
EdPsy 532 Studies in Pupil Adjustment 2 s.h.
SE 560 Selected Problems and Research 2 s.h.
PROGRAM CURRICULA / 207
SPECIAL EDUCATION AND CLINICAL SERVICES
SE 530 Organization & Administration of Programs for
Kxc'cptional Children 2 s.h.
SE 535 Guidance and Adjustment 2 s.h.
**SE 531 Psychology of Exceptional Children and Youth .... 2 s.h.
SE 546 Teac hing the Trainable Mentally Retarded 2-3 s.h.
Psy 534 Abnormal Psychology 2 s.h.
Psy 536 Psychology of Learning 2 s.h.
* Required.
** Required of students without a previous course on exceptional children.
(4) LEARNING DISABILITIES:
A prerequisite for admission to the M.Ed, program in this concentration
area is basic teaching certification. It is assumed that course work in the basic
skill subjects of teaching reading and teaching arithmetic are included in the
student's background. Work in human growth and development and in mental
health are also considered fundamental.
The following concentration leads to the M.Ed, degree in the area of
Learning Disabilities:
Select 14-18 semester hours with adviser's approval:
*SE 566 Education of Children with Learning Disabilities ... 2 s.h.
*SE 540 Diagnostic Techniques in Special Education 2 s.h.
*SE 555 Practicum and Internship 2-6 s.h.
El 501 Diagnosis and Remediation of Reading Disabilities .. 2 s.h.
**SE 531 Psychology of Exceptional Children and Youth 2 s.h.
SH 530 Childhood Aphasia 2 s.h.
Psy 536 Psychology of Learning 2 s.h.
EdPsy 521 Diagnosis of Learning Disabilities 2 s.h.
EdPsy 532 Studies in Pupil Adjustment 2 s.h.
SE 560 Selected Problems and Research 2 s.h.
SE 530 Organization and Administration of Programs for
Exceptional Children 2 s.h.
El 504 Remediation of Severe Reading Disability Cases .... 2 s.h.
* Required.
** Required of students without a previous course on exceptional children.
Group II. Professional Studies and Electives — select 8-12 semester hours
according to major subject matter concentration:
SE 531 Psychology of the Exceptional Child 2 s.h.
SE 524 Principles and Practices in Speech Improvement .... 2 s.h.
CnEd 531 Philosophy and Principles of Guidance 2 s.h.
CnEd 533 Evaluation Methods in Guidance I 2 s.h.
CnEd 534 Evaluation Methods in Guidance II 2 s.h.
Psy 530 Psychology of Growth and Development 2 s.h.
Psy 533 Psychology of Personality 2 s.h.
Psy 534 Abnormal Psychology 2 s.h.
Psy 536 Psychology of Learning 2 s.h.
Psy 540 Community Psychology &: Mental Health 3 s.h.
Ed 534-535 Diagnosis and Remediation in Reading 2-4 s.h.
Grad 516 Statistical Methods I 2 s.h.
Grad 517 Statistical Methods II 2 s.h.
El 500 Basic Foundation of Reading Disabilities 2 s.h.
EI 501 Diagnosis and Remediation of
Reading Disabilities 2 s.h.
LRes 502 Programmed Learning 2 s.h.
SE 535 Guidance and Adjustment 2 s.h.
SE 538 Psychology of the Gifted Child 2 s.h.
Grad 550 Thesis 2-4 s.h.
208 / GRADUATE SCHOOL AT INDIANA
Group III. Foundation of Education — select 2 semester hours:
FdEd 511 Historical Foundations of Education 2 s.h.
FdEd 512 Philosophical Foundations of Education 2 s.h.
FdEd 513 Social Foundations of Education 2 s.h.
Group IV. Research — 2 semester hours required. (See also Professional Studies
& Electives for Thesis listing).
Grad 515 Elements of Research 2 s.h.
COURSE DESCRIPTIONS
MENTALLY RETARDED - EMOTIONALLY
DISTURBED - LEARNING DISABILITIES
SE 520 Curriculum and Methods (Elementary) 2 s.h,
A basic course dealing with the design of curricular content, selection of
instructional materials, and procedures at elementary age levels. Curriculum
development and selected activities designed for retarded pupils are analyzed
according to sequence and relevance of content, and levels of social maturity
among pupils. Representative curricula are evaluated according to specified
criteria. Prerequisite: SE 531, SE 539.
SE 521 Curriculum and Occupational Education (Secondary) 2 s.h.
Considers adjustments in regular organization and curriculum which are
specifically designed for retarded youth of secondary school age. Emphasis is
placed upon content and procedures for developing attitudes, knowledge, and
skills among pupils, in preparation for post-school adjustments to suitable work
situations and responsible adulthood. Prerequisite: SE 531, SE 539.
SE 522 Orientation to Rehabilitation 2 s.h.
Principles and practices in rehabilitation are introduced, with attention given
to the. contributions of teachers, counselors, nurses, social workers, psy-
chologists, speech therapists, and other professional workers.
SE 524 Principles and Practices in Speech Improvement 2 s.h.
This course will provide for the study of the normal development of speech,
classroom methods in speech improvement, and special consideration for
children handicapped in speech or hearing. Library research, project work,
demonstrations and experimentation will be heavily stressed.
SE 530 Organization and Administration of Programs
for Exceptional Children 2 s.h.
Principles, practices, and problems of administration and supervision are
considered as they relate to developing and maintaining special education
programs. Criteria are analyzed for use in evaluation of local programs. The
functions of administrators and supervisors in school systems are compared
according to rural, urban, or state-wide responsibilities. Prerequisite: SE 520,
521, 540. (Required for administrators and supervisors.)
SE 531 Psychology of the Exceptional Child 2 s.h.
Designed to aid the student in meeting the needs of those children who
deviate from the typical in areas of physical, mental, emotional, and educational
developments. Consideration will be given to methods of instruction and
curricular material.
SE 535 Guidance and Adjustment 2 s.h.
Home, school, and community influences are analyzed in family adjustment
to the presence of an exceptional child. Family reactions are considered in
behavioral differences among children with various degrees of exceptionabilities.
PROGRAM CURRICULA / 209
SPECIAL EDUCATION AND CLINICAL SERVICES
Kmphasis is given to guidanrt skills and knowledges needed hy teachers and
other professional workers in the field ol exc eplionability.
SE 538 Psychology of the Gifted Child 2 s.h.
Characteristics of the bright, fast-learning child will be explored along with
implications for education. Kmphasis will also be given to measurement
techniques. Motivational factors, and personality dynamics.
SE 539 Psychology of the Mentally Retarded 2 s.h.
Characteristics of the slow-learner and of the non-educable child will be
explored along with implications for education. Kmphasis will also be given to
measurement techniques, motivational factors and personality dynamics.
SE 540 Diagnostic Techniques in Special Education 2 s.h.
Diagnostic procedures and appropriate test materials are selected for use in
assessment of pupils with mental, physical, emotional, and learning disabilities.
Observations and demonstrations are analyzed critically. Reporting and inter-
preting results of diagnostic procedures are integrated with remedial or
developmental recommendations in individual case studies. Prerequisite: SE
531, SE 539.
SE 541 Interpretation of Results of Psychological Tests 2 s.h.
Results of psychometric tests are analyzed and interpreted. Various stand-
ardized pscyhological instruments and test batteries are considered in the light of
their purpose and usage. Both individual and group test results are examined
critically.
SE 545 Community and Agency Planning 2 s.h.
Selected professional, governmental and community organizations are studied
for their contributions to comprehensive planning toward educational, personal-
social, and occupational adjustments. Social, educational, economic, and cultural
aspects are analyzed.
SE 546 Teaching the Trainable Mentally Retarded 2-3 s.h.
Teaching the Trainable Mentally Retarded provides for an analysis of
curriculum and program content for the trainable mentally retarded ranging
from preschool age to adult ages. The course will be directed toward students
and teachers who plan to teach the trainable retarded in public schools,
institutional facilities, and/or sheltered workshops.
SE 555 Practicum and Internship 2-6 s.h.
Advanced students are offered guided practicum experiences in selected
schools, residential institutions, clinics, or agencies. Internship or supervised
student teaching is planned individually. Students analyze, evaluate, and report
on their experiences.
SE 560 Selected Problems and Research 2 s.h.
Major theories and practices in special education are evaluated. Students have
an opportunity to review critically recent developments in the field. Op-
portunity is afforded for independent readings and limited research reports. A
student may identify a topic for subsequent development as his thesis or
research project. Prerequisites: SE 539, SE 540.
SE 565 Education of Children with Social and
Emotional Maladjustments 2 s.h.
Examines reactions of children in the schools who deviate in their emotional
or social behavior. Consideration is given to children who habitually exhibit
overcontrolled, undercontrolled, or immature reactions. Identification, charac-
teristics, educational provisions, and preventive measures are emphasized.
210 / GRADUATE SCHOOL AT INDIANA
SE 566 Education of Children with Learning Disabilities 2 s.h.
Emphasizes the curriculum and remedial instruction for children with special
learning disabilities who exhibit a disorder in one or more of the basic
psychological processes involved in understanding or in using spoken or written
language. These may be manifested in disorders of listening, thinking, talking,
reading, writing, spelling, or in arithmetic.
SPEECH AND HEARING
(Students working for the Master of Education Degree with a major in Speech
and Hearing will complete a minimum of thirty (30) semester hours in the total
program. In the area of subject matter concentration fourteen to eighteen (14 to
18) semester hours will be required, with at least two (2) semester hours in the
basic area, two to four (2-4) semester hours in the hearing area and from four to
six (4-6) in clinical practicum. At least six (6) semester hours of graduate work
are prerequisite to enrollment in practicum courses.)
A. Basic Area
SH 550 Speech Science 2 s.h.
A physiological, neurological, and acoustical study of the communicative
process with special attention to speech monitoring, controls and perception.
Emphasis will be placed on current research methodology, clinical instru-
mentations, and laboratory techniques.
SH 650 Experimental Phonetics 2 s.h.
An application of laboratory and research techniques in phonetics; develop-
ments of palatograms; experience in use of the polygraph; kymograph,
pneumagraph and other electronic equipment; analysis of the recordings and
their significance in diagnosis and therapy.
B. Speech Concentration
SH 504 Diagnostic Methods 2 s.h.
A compilation and evaluation of diagnostic resources applicable to evaluation
of speech disorders bases for selection of appropriate materials in differential
diagnoses; interpretation of test results and their significance in planning future
therapy.
SH 510 Articulation 2 s.h.
Advanced study of speech production with major emphasis on the articu-
latory mechanism and its functioning in relationship to the total speech process;
recognized etiologies, diagnoses, and symptomatologies of articulatory disorders.
Various methods of treatment, their rationale, appropriate use and adaptation to
group or individuals. Critical review of selected topics of research.
SH 512 Cleft Palate 2 s.h.
A study of the embryology of the facial and cranial skull with emphasis on
the development of the oral pharyngeal structures associated with speech;
theories of etiology, classifications of lip and palatal clefts; methods of surgical
and prosthetic repair with consideration to the appropriateness and feasibility of
a specific procedure; principles and methods of speech and language training.
SH 514 Cerebral Palsy 2 s.h.
The neuropathology' of the central nervous system as associated with types of
cerebral palsy; the basis for synsory-motor and perceptual disabilities and speech
and hearing handicaps; the emotional, intellectual, physical and psychological
problems of the cerebral palsied individual and the means and methods of his
habilitation with emphasis on the role played by the speech and hearing
therapist in this habilitation.
PROGRAM CURRICULA / 211
SPECIAL EDUCATION AND CLINICAL SERVICES
SH 516 Stuttering 2 s.h.
An intensive study of the nature of the stuttering disorder and its effe( Is in
the dynamics of personality development, evaluation of prevalent (asual theories
and their implications for both symptomological and psychological methods of
treatment as adapted to individuals or group situations. Review of pertinent and
recent research topics.
SH 518 Voice 2 s.h.
An advanced study of the theory of voice production with emphasis on
physiology, pathology and malfunctioning which produce voice defects; the
possible relationship of disorders of voice and disorders of personality;
diagnostic methods and therapeutic considerations for both organic and
psychogenic disorders. Special attention will be given to therapy for the
laryngectomized.
SH 530 Childhood Aphasia 2 s.h.
Review of factors in differential diagnosis, characteristics, and capacities of
aphasic children and means of assessing them; principles and techniques of
teaching including the Association Method; approaches to helping parents
understand the problems of the aphasic child.
SH 532 Adult Aphasia 2 s.h.
Consideration of trauma and of cerebro-vascular accident in relation to aphasia
and brain function, methods of diagnosis and evaluation of the sensory and
motor skills with emphasis on the communication function; the impact of
speech and language loss on personality; and principles and techniques of speech
and language relearning with attention to the influence of psychological and
physiological factors on the relearning process.
C. Hearing
SH 540 Advanced Audiology 2 s.h.
The identification of types of hearing loss by special audiological tests —
speech audiometry, Bekesy, SAL, tone decay, PGSR; interpretation of the
audiogram and its relevancy to diagnosis and remedial procedures functions and
characteristics of hearing aids with respect to speech reception and dis-
crimination.
SH 640 Theories of Hearing 2 s.h.
An intensive review of the neurophysiology of the auditory system; the
cochlea as a sound analyzer; pathways from cochlea to cerebral cortex;
experimental studies of the auditory systems of animals and electrical potentials
of nerve action.
D. Advanced Clinical Practicum
SH 561 Advanced Clinic Practicum I 2-3 s.h.
Supervised clinical practice with children and/or adults exhibiting functional
or organic speech and hearing problems of var^'ing degrees of severity; diagnosis
of problems and acceptance of responsibility for planning complete programs of
habilitation, stressing the speech and language area. Interviewing, counseling and
report writing will be included. Two clock hours per credit.
SH 663 Advanced Clinic Practicum II 2-3 s.h.
Students will be expected to assume full responsibility for interviewing,
diagnosing, counseling, planning a program of either individual or group therapy
and implementing it for persons exhibiting either functional or organic speech,
or hearing problems of a moderately severe nature. Reports will be required, but
actual supervision should be held to a minimum. Two clock hours per semester
hour.
212 / GRADUATE SCHOOL AT INDIANA
DIRECTORY
INDEX
RESEARCH FORMS
214 / GRADUATE SCHOOL AT IIMDIAIMA
Board of Trustees
John B. Cutler Mercer
Henry Mitchell, M.D Indiana
Judge Edwin L. Snyder Punxsutawney
Patrick F. McCarthy Punxsutawney
Judge Henry R. Smith, Jr Pittsburgh
Senator Patrick J. Stapleton Indiana
James M. Stroker Hunker
James M. Wyant Kittanning
Judith G. Miladin Freeport
Administration
WILLIAM W. HASSLER President
BERNARD J. GANLEY Vice-President for Administration
BERNARD T. GILLIS Academic Vice President & Provost
DALE P. MARCHAND Assistant to Academic Vice President
GEORGE W. MURDOCH Vice President for Finance
S. TREVOR HADLEY Vice President of Student Affairs
JAMES W. LAUGHLIN Associate Dean of Students
ISADORE R. LENGLET Vice President for Development
ROBERT L. MARX Assistant Director of Campus Physical Planning
ROBERT O. WARREN Vice-President of University Studies
JOSEPH M. GALLANAR Dean of the Graduate School
LAWRENCE A. lANNI Associate Dean of the Graduate School
GEORGE T. WILEY Associate Dean of the Graduate School for Research
GEORGE A. W. STOUFFER, JR Dean, School of Education
WILLIAM E. SALESSES Associate Dean, School of Education
FRANCIS G. McGOVERN Dean, School of Arts and Sciences
JOHN CHELLMAN Dean, School of Health Services
ELWOOD B. SHEEDER Dean, School of Business
M. KATHLEEN JONES Dean, School of Home Economics
WILLIAM R, BECKER Acting Dean, School of Fine Arts
JAMES R. GREEN Associate Dean, Humanities
RAYMOND LEE Associate Dean, Social Sciences
CHARLES R. FUGET Associate Dean, Natural Sciences
FRED DAKAK Dean of Admissions
PETER METARKO Associate Director of Admissions
LYMAN CONNOR Assistant Director of Admissions
ROGER W. AXFORD Director of Community University Studies
ROBERT H. DOERR Director, Armstrong County Campus
RICHARD A. DiSTANISLAO Assistant to Director, Armstrong Campus
ROBERT E. DAIN Director, Punxsutawney Campus
NORMAN STORM Assistant to Director, Punxsutawney Campus
SAMUEL F. FURGIUELE Director of Public Relations
RANDY L. JESICK Associate Director of Public Relations
JUDITH A. MOORHEAD Assistant Director of Public Relations
CLEO Mccracken Dean of Women
SHERRILL A. KUCKUCK Assistant Dean of Women
RONALD THOMAS Dean of Men
JOHN E. FRANK Assistant Dean of Men; Veterans' Counselor
DIRECTORY / 215
DONALD S. Mcpherson Assistant Dean of Men
ROBERT L. MORRIS Director, Center for International Studies
JOHN J. NOLD Director, Connputer Center
BARBARA EISEN Assistant Director, Computer Center
BRUCE BEAUMONT Assistant Director, Computer Center
THOMAS P. CUNNINGHAM Assistant Director, Computer Center
ROBERT L. WOODARD Director of Institutional Research
LAWRENCE D. BERGMAN Executive Director of University Foundation
and Associate Director, Instructional Resources Center
JAMES M. NIX Director of Cultural Affairs
HAROLD DOCK Director of Laboratory Experiences
E. SAMUEL HOENSTINE Director of Career Services
ROY A. MOSS Associate Director of Career Services
OWEN DOUGHERTY Housing Director
J. ROBERT MURRAY Director, Instructional Resources Center
LARRY JUDGE Director Alumni Affairs
WARNER E. TOBIN Director University School
HERMAN L. SLEDZIK Director of Athletics
FREDERICK A. JOSEPH Director of Financial Aid
WILLIAM SRSIC Assistant Director of Financial Aid
C. DONALD SEAGREN Registrar
FREDERICK A. SEHRING Assistant Registrar
WILLIAM E. LAFRANCHI Director of Libraries
RONALD A. STEINER Associate Director of Libraries
CRAWFORD W. JOHNSON Director EOP
DIANE L. DUNTLEY Associate Director, EOP
CHARLES T. BUFORD Director of Personnel
HAROLD C. Mccormick Business Manager
RICHARD T. WOLFE Assistant Business Manager
JOHN FELICE Director Employee Relations
CHRISTOPHER KNOWLTON Manager, Student Co op Association
CHARLES F. RECESKI Inventory Control Officer
Graduate Council
Joseph Gallanar, Chairman
Samuel F. Furgiuele
Francis Liegey
Richard D. Magee, Secretary
Hugh Johnson
Henry Vallowe
Robert Seelhorst
Edward R. Mott
George T. Wiley, Ex-officio
Melvin Woodard
William E. Lafranchi, Ex-officio
Lawrence lanni. Ex officio
(Three students elected Annually)
Chairmen of Departments
Benjamin T. Miller Art Education
Francis Liegey Biology
Charles L. Cooper Business Management
Dennis D. Tiger Business Education
Stanford Tackett Chemistry
Howard E. Tompkins Computer Science
George L. Spinelli Counselor Education
Donald A. Walker Economics
216 / GRADUATE SCHOOL AT INDIANA
Anthony Angeloni Educational Psychology
Robert L. King Elenrientary Education
Craig Swauger English
Charles Faust Romance and Classical Languages
Kenneth Brode German and Slavic Languages
Gerard C. Penta Foundations of Education
Thomas Gault Geography
Walter H. Granata, Jr Geoscience
Betty McCauliff Health and Physical Education for Women
Clyde C. Gelbach History
Donna L. Streifthau Consumer Service Department
Ruth Browning Home Economics Education
William F. Wegener Criminology
Daniel V. Mattox, Jr Learning Resources and Mass Media
Melvin R. Woodard Mathematics
John P. Burke Military Science
James H. Wildeboor Music
Robert Hermann Philosophy
Charles A. Godlasky Health and Physical Education for Men
Richard E. Berry Physics
Richard F. Heiges Political Science
Richard D. Magee Psychology
David M. Azimi Sociology Anthropology
Allen M. Woods Food and Nutrition
Richard M. Strawcutter Allied Health Professions
Morton Morris Special Education
Robert J. Firenze Safety Science
Marion A. Murray Nursing
Graduate School Faculty
ROBERT K. ALICO, Professor Biology
B.S., M.S., Ph.D., St. Bonaventure University, New York
EDWARD L. ANDERSON, Professor English
B.S., M.A., University of Michigan; Ph.D., New York University
RUTH ANDERSON, Associate Professor Home Economics
B.S., Indiana University of Pennsylvania; M.Ed., Pennsylvania State University
JOSEPH S. ANGELO, Professor Mathematics
B.S., M.Ed., Indiana University of Pennsylvania; Ph.D., University of Pittsburgh
ANTHONY A. ANGELONI, Professor Chairman, Department of Educational Psychology
B.Ed., Duquesne University; M.Ed., University of Pittsburgh; D.Ed., Pennsylvania State
University
IDA Z. ARMS, Professor Mathematics
B.S. in Ed., Shippensburg State College; M.S., University of Illinois; M.Ed., Duke
University
ROGER W. AXFORD, Professor Director Community University Studies
B.A., Nebraska Wesleyan University; M.A., Ph.D., University of Chicago
DAVID M. AZIMI, Associate Professor Sociology-Anthropology
B.A., LLB, Tehran University; M.A., Ph.D., New York University
TIBOR BACHMANN, Associate Professor Music
Diploma, Franc Liszt State Royal Music Academy, Budapest, Hungary, D.Mu., Combs
College of Music, Philadelphia, Pennsylvania
MARIE K. BAHN, Assistant Professor Special Education
B.S., Shippensburg State College; M.Ed., Western Maryland College
WILLIAM M. BAHN, Professor Educational Psychology
B.S., Shippensburg State College; M.Ed., Western Maryland College; Ed.D., West Virginia
University
DIRECTORY /217
FRANK T BAKER, Associate Professor Biologv
B.S., Allegheny College; M.A., Trenton State College
RONALD L. BAKER, Professor Elenrientary Education
A.B., Lebanon Valley College; M.Ed., D.Ed., Pennsylvania State University
DONALD J. BALLAS, Professor Geography
B.S. in Ed., Clarion State College; M.A., University of Pittsburgh, Ph.D., University of
Nebraska
BARBARA J. BALSIGER, Associate Professor Art
B.A., Indiana University of Pennsylvania; M.A., State University of Iowa. Ph.D.,
University of Pittsburgh
SUZANNE BARNETT, Associate Professor Psychology
B.A., University of Maryland; M.A., Teachers College Columbia University; MA.. Smith
College; Ph.D., Indiana University; Ph.D., Michigan State
DENNIS BARTHA, Associate Professor Elementary Education
B.S., M.Ed., University of Pittsburgh
LEE ROY H. BEAUMONT, JR., Professor Business Education
B.S., Bloomsburg State College; M.Ed., Ed.D., University of Pittsburgh
WILLIAM R. BECKER, Professor Music
B.A., M.A., University of Northern Iowa; Ph.D., University of Iowa
PATRICIA A. BELL, Associate Professor Home Economics
B.S., State University of New York; M.Ed. Penn State University
PAUL BEN ZVI, Associate Professor Art
B.F.A., Pratt Institute, N.Y.; B.S., State University College; M.A., M.F A., University of
Iowa
LAWRENCE BERGMAN, Associate Professor Executive Director of
University Foundation
B.S., Indiana University of Pennsylvania; M.Ed., Pennsylvania State University
ROBERT BERNAT, Associate Professor Music
B.F.A., Carnegie Institute of Technology; M.F. A., Brandeis University
RICHARD E. BERRY, Professor Chairman, Department of Physics
B.S., Lafayette; M.A., Ph.D., Princeton
CHARLES H. BERTNESS, Associate Professor Mathematics
B.S., Moorhead State College; M.A., University of Florida; Ph.D., University of Illinois
GARY J. BIRD, Instructor Music
8. ME., Wisconsin State University, M.M., North Texas State University
JOSEPH BOGAN, JR., Assistant Professor Criminology
B.S., California State College, M.Ed., University of Pittsburgh
CARL W. BORDAS, Professor Chemistry
B.S., M.Ed., D.Ed., Pennsylvania State University
NELSON H. BORMANN, Associate Professor Special Education
B.S., Southwest Texas State College; M.A., Western Michigan University
DAVID T. BORST, Assistant Professor Music
B.S., Fredonia State Teachers College; M.Ed., University of Buffalo
LORRIE J. BRIGHT. Professor English
A.B., Kenyon College; M.A., University of Rochester
JOHN BROUGHTON III, Associate Professor Mathematics
B.S., North Carolina State University, M.A., East Carolina University, D. Ed, Oklahoma
State University
FREDERICK BROWN, Associate Professor Criminology
B.A., St. Vincent College, M.Ed., University of Pittsburgh
MORRISON BROWN, Professor English
B.S., Shippensburg State College; A.M.. University of Pennsylvania; Ph.D., Pennsylvania
State University
RUTH ANNA BROWNING, Assistant Professor Chairman, Home Economics
B.A., Earlham College, M.A., Indiana University
MAUDE O. BRUNGARD, Professor Special Education
B.S., Lock Haven State College; M.Ed., Ed.D., Pennsylvania State University
GARY L. BUCKWALTER, Professor Physics
B.S., Pennsylvania State University; M.S., Ph.D., Catholic University of America
GERALD M. BURIOK, Associate Professor Mathematics
B.S., Indiana State College; M.A., D.Ed., Pennsylvania State University
JOHN F. BUSOVICKI, Assistant Professor Mathematics
B.S., Indiana University of Pennsylvania; M.S., Notre Dame
218 / GRADUATE SCHOOL AT INDIANA
GARY L. BUTERBAUGH, Assistant Professor Computer Science
B.S., Indiana University of Pennsylvania; M.S., Syracuse University
PATRICK A. CARONE, Professor Political Science
A.B., M.A., West Virginia University; Ph.D., Duke University
BRUCE D. CARTWRIGHT, Associate Professor Psychology
A.B., Waynesburg College; A.M., West Virginia University
CHARLES D. CASHDOLLAR, Associate Professor History
B.S., Indiana University of Pennsylvania; M.A., Ph.D., University of Pennsylvania
CHRISTINA CHA, Associate Professor Music
B.A., Ewha University, Seoul, Korea; B.M., I llinois Wesleyan University, Bloomington;
M.S.M., Union Theological Seminary, New York
BENJAMIN C. CHAN, Associate Professor Philosophy
B.A., Th.B., St. Paul Bible College; B.D., Eastern Baptist Seminary; M.A., University of
Washington; Ph.D., Temple University
WILLIAM D. CHAPMAN, Assistant Professor Special Education
B.S., M.S., West Virginia University
EDWARD CHASZAR, Associate Professor Political Science
B.A., M.A., Western Reserve University; L.L.B., Peter Pazmany University, Budapest,
Hungary
VEERAVANALUR V. CHELLAPPA, Instructor Computer Science
B.S., University of Kerala, India; M.S., Case Western Reserve University
JOHN CHELLMAN, Professor Dean, School of Health Services
B.S., Slippery Rock State College; Ed.M., University of Pittsburgh; Ed.D., George
Peabody College for Teachers
NICHOLAS CHRISTODOLEAUS, Associate Professor Chemistry
B.S., Athens University, Greece; Ph.D., Louisiana State University
DON CHEAN CHU, Professor Foundations of Education
A.B., National Central University, China; Ed.M., University of Maryland; Ed.D.,
Columbia University
JOSEPH C. CLARK, Associate Professor Geoscience
B.S., M.A., University of Texas; Ph.D., Stanford University
VAUGHN CLAY, Assistant Professor Art
B.A., Westminster College; M.Ed., University of Pittsburgh
STANLEY COHEN, Associate Professor Criminology
B.A., University of Cincinnati; J.D., Salmon P. Chase, College of Law
EDWARD G. COLEMAN, Associate Professor Chemistry
B.S., Wisconsin State College; M.S., University of Wisconsin; M.S., Carnegie Institute of
Technology
FRANK T. COMO, Professor English
B.S., Indiana University of Pennsylvania; M.A., University of Pittsburgh; Ph.D., Arizona
State University
CAROLYN J. COMPTON, Instructor English
B.S., M.Ed., Indiana University of Pennsylvania
THOMAS E. CONWAY, Associate Professor Biology
B.S., University of Pittsburgh; M.Sct., Union College; Ed.D., West Virginia University
DAVID M. COOK, Professor English
B.A., B.S., M.A., Ph.D., Ohio State University
CHARLES L. COOPER, Professor Chairman, Business Management
B.S., Indiana University of Pennsylvania; Ed.M., Ed.D., University of Pittsburgh
STEVEN CORD, Professor History
B.B.A., City College of New York; M.A., Ed.D., Teachers College, Columbia University
JOSEPH J. COSTA, Associate Professor Chemistry
B.A., St. Vincent College; M.Ed., University of Pittsburgh
HARRY CRAIG, Professor English
B.A., Geneva College; M.A., Ph.D., University of Pittsburgh
ROBERT J. CRONAUER, Associate Professor Art
B.S., Indiana University of Pennsylvania; M.A., Columbia University
BLAINE C. CROOKS, Associate Professor Mathematics
B.A., Pennsylvania State University; Ed.M., Harvard
JOHN W. CROSS, Assistant Professor Economics
B.A., Merrimack College; M.Ed., Fitchburg State College; M.A., University of Massa-
chusetts
BOB J. CUREY, Professor English
B.A., Hillsdale College; M.A., University of Michigan; Ph.D., Wayne State University
DIRECTORY / 219
WILLIAM E. CUTLER, Associate Professor Educational Psychology
B.S., Indiana University of Pennsylvania; M.Ed., Pennsylvania State University
FRED DAKAK, Professor Dean of Admissions
B.S., M.S., Ph.D., Southern Illinois University
ALICE LOUISE DAVIS, Associate Professor Elementary
B.S., West Chester State; M.Ed., Pennsylvania State University; Ed.D., Temple
ARLO DEAN DAVIS, Associate Professor Mathematics
B.A., William Penn College; M.A., Western Michigan University; Ed.S., Kalamazoo;
Ph.D., University of Colorado
BETTY DAVIS, Associate Professor Elementary Education
B.S., West Chester State College; M.Ed., D.Ed., Pennsylvania State University
JOHN A. DAVIS, Associate Professor English
B.A., Lehigh University; M.A., University of Pennsylvania
WAYNE J. DAVIS, Professor Economics
A.B., Dickinson College, Ph.D., Rutgers University
MALCOLM M. DAY, Associate Professor English
B.A., M.A., University of Florida; Ph.D., Western Reserve University
RUTH DE CESARE, Associate Professor Music
A.B., Hunter College; M.A., Queens College; Ph.D., New York University
LEONARD B. DEFABO, Associate Professor Educational Psychology
A.B., St. Mary Seminary and University; M.Ed., Duquesne University
JAMES M. DeGEORGE, Associate Professor English
B.A., St. Thomas University; M.A., Ph.D., Tulane University
DANIEL DICICCO, Associate Professor Music
B.S., Indiana University of Pennsylvania; M.M., University of Michigan
WILLIAM E. DIETRICH, JR., Assistant Professor Biology
B.A., LaSalle, Ph.D., University of Pennsylvania
JOHN L. DIETZ, Assistant Professor Music
B.M., M.M., Cleveland Institute of Music
HAROLD A. DOCK, Associate Professor Director of Professional Laboratory Experience
B.S., M.Ed., Bowling Green State University; Ph.D., University of Tennessee
THOMAS J. DONGILLA, Assistant Professor Art
B.S., Indiana University of Pennsylvania; M.Ed., Pennsylvania State University
ALBERTA R. DORSEY, Associate Professor Elementary Education
B.S., California State College, M.Ed., University of Pittsburgh
JOHN J. DROPCHO, Assistant Professor Art
B.S., Indiana University of Pennsylvania; M.Ed., Pennsylvania State University
DONALD D. DUNCAN, Assistant Professor Mathematics
B.S., Slippery Rock College; M.Litt., University of Pittsburgh; M.A., Pennsylvania State
University
JERRY K. EDDY, Associate Professor Physics
B.A., West Liberty State College; M.S., Ph.D., West Virginia University
KENNETH F. EDGAR, Professor Psychology
B.A., Pennsylvania State University; M.A., Ph.D., University of Pittsburgh
DONALD G. EISEN, Associate Professor English
A.B., Adelbert College, Western Reserve; M.A., Western Reserve University
ROBERT W. ENSLEY, Associate Professor English
A.B., Ohio Wesleyan University; A.M., Columbia University
CHARLES W. FAUST, Professor Chairman, Romance & Classical Languages
B.A., Indiana State Teachers College, Terre Haute; M.A., Middlebury College
FRANK FAZIO, JR., Associate Professor Chemistry
B.S., California State College; M.A., University of Northern Iowa; M.Ed., Ph.D.,
University of Pittsburgh
JOHN M. FELICE, Assistant Professor Director Employee Relations
B.S., University of Pittsburgh, M.S., University of Illinois
GENE A. FELIX, Assistant Professor Speech and Hearing
B.A., St. Francis College; M.S., Pennsylvania State University
RONALD T. FERGUSON, Associate Professor History
B.A., State University of New York (Albany); M.A., Pennsylvania State University;
Ph.D., University of Minnesota
LOUISE FERNANDEZ, Professor Home Economics
B.S., Indiana University of Pennsylvania; M.A., Ed.D., New York University
VINCENT J. FERRARA, Associate Professor Philosophy
B.A., Cathedral College; M.A., St. John's University; Ph.D., Fordham University
220 / GRADUATE SCHOOL AT INDIANA
GARY M. FERRENCE, Associate Professor Biology
B.S., Kutztown State College; M.A.T., Ed.D., Indiana University, Bloomington
JERRY FIDDLER, Assistant Professor Director of Reading Clinic
B.S., Clarion State College; Ed.M., State University of New York
FERNAND FISEL, Associate Professor Romance & Classical Languages
B.A., Atlantic Union College; M.A., Andrews University
MARSHALL G. FLAMM, Associate Professor Speech and Hearing Clinic
Special Education
A.B., University of Pennsylvania; A.M., Temple University
WILLIAM R. FORBES, Associate Professor Biology
B.A., Indiana Central College; M.A., Ph.D., Indiana University, Indiana
OLIVE M. FORNEAR, Assistant Professor Music
B.S., Indiana University of Pennsylvania; M.M., West Virginia University
JOHN N. FOX, Associate Professor Physics
B.S., LeMoyne College; M.S., The Catholic University of America; Ph.D., Wesleyan
University
JOHN R. FREUND, Professor English
A.B., Miami University; A.M., Miami University; Ph.D., Indiana University
ERNEST B. FRICKE, Associate Professor History
A.B., Muhlenburg College; M.A., Lehigh University
EDWIN J. FRY, Instructor Music
B.M., M.M., DePaul University
NORMAN W. GAGGINI, Assistant Professor Physics
B.S., M.S., Indiana University of Pennsylvania
WALTER W. GALLATI, Professor Biology
A.B., Drew University; M.S., University of Miami (Fla.); Ph.D., Ohio State University
C. ALEXANDER GARVIN, Associate Professor Economics
B.A., University of Tennessee; M.A., University of Chicago
THOMAS G. GAULT, Professor Chairman, Department of Geography
B.S., Middle Tennessee State College; M.A., Ed.D., George Peabody College (Nashville)
MARION M. GEISEL, Assistant Professor Director, Psychological Clinic
B.S., M.Ed., Indiana University of Pennsylvania
CLYDE C. GELBACH, Professor Chairman, Department of History
A.B., M.Litt, Ph.D., University of Pittsburgh
VIRGINIA GOULD GERALD, Associate Professor Sociology Anthropology
B.A., University of Colorado; M.A., University of Arizona
RAYMOND D. GIBSON, Associate Professor Mathematics
B.S., Slippery Rock State College; M.S., Westminster College; M.A., University of Illinois
RALPH M. GLOTT, Professor Chairman of Elementary Education
B.S., California State College; M.Ed., D.Ed., University of Pittsburgh
CHARLES A. GODLASKY, Professor Acting Chmn., Health & Phys. Ed.
B.S., M.S., Ed.D., Penn State University
IRVING GODT, Associate Professor Music
B.A., Brooklyn College; M.A., Ph.D., New York University
LOUIS L. GOLD, Professor Biology
B.S., M.Ed., University of Pittsburgh; Ph.D., Ohio State University
WALTER GOLZ, Associate Professor Music
B.S., Trenton State College; A.M., Columbia University
THOMAS D. GOODRICH, Professor History
B.A., University of California; SBC, Santa Barbara; M.A., Ph.D., Columbia Teachers
College, Columbia University
WALTER H. GRANATA, JR., Professor Chairman of Geoscience
B.S., Hamilton College; M.A., University of Missouri; Ph.D., University of Wyoming
BROOKE V. GRANT, Assistant Professor Sociology-Anthropology
B.S., Indiana University of Pennsylvania; M.A., University of Pittsburgh
JAMES L. GRAY, Professor English
B.A., Abilene Christian College; M.A., University of Texas, Ph.D., Duke University
WILLIAM F. GRAYBUPN, Professor English
A.B., M.A., University of Pittsburgh; Ph.D., Pennsylvania State University
JAMES R. GREEN, Professor Associate Dean, Humanities
B.S., Lafayette College; A.M., Columbia University; Ph.D., New York University
RONALD C. GREEN, Associate Professor Political Science
B.S., State University of N.Y. at Oswego; M.A., State University of N.Y. at Albany
DIRECTORY / 221
DAVID E. GROVE R, Associate Professor Pcychology
B.A., Gettysburg College; M.A., Ph.D., University of Kentucky
S. TREVOR HADLEY, Professor Vice President, Student Affairs
B.S., Indiana University of Pennsylvania; M.Ed., D.Ed., University of Pittsburgh
FRANK W. HALL, II, Professor Geoscience
B.A., Franklin & Marshall, Lancaster, Pa.; M.S., Ph.D., University of Montana
ARVILLA T. HARROLD, Assistant Professor Music
A.B., Colorado College of Education, Greeley, Colorado; M.A., Eastman School of Music
RICHARD A. HARTLINE, Associate Professor Chemistry
B.S., Kutztown State College; M.S., University of Arizona; Ph.D., University of
California
MARLIN E. HARTMAN, Associate Professor Mathematics
B.S., Clarion State College; M.Ed., Ed.D., University of Pittsburgh
E. SAMUEL HATFIELD, Associate Professor History
A.B., A.M., West Virginia University
JOHN J. HAYS, Professor Educational Psychology
B.A., Geneva College; M.A., Stetson University; Ph.D., University of North Carolina
RICHARD HAZLEY, Associate Professor English
A.B., University of Pittsburgh; A.M., Columbia University
WILLIAM I. HEARD, Associate Professor Chemistry
B.S., Pennsylvania State University; Ed.M., University of Pittsburgh
NOLAND R. HEIDEN, Associate Professor Geography
A.B., Western Michigan University; M.A., Ph.D., University of Michigan
RICHARD F. HEIGES, Professor Chairman, Department of Political Science
B.S., Indiana University of Pennsylvania; M.A., Ph.D., Ohio State University
JACKSON W. HEIMER, Professor English
A.B., M.A., University of Kentucky; Ph.D., University of Cincinnati
ISABEL T. HELMRICH, Associate Professor Educational Psychology
B.A., Westminster College; M.Ed., University of Pittsburgh
WILLARD W. HENNEMANN, JR., Professor Mathematics
B.S., Towson State College of Maryland; M.A.T., Ph.D., Cornell University
ROBERT M. HERMANN, Professor Chairman, Department of Philosophy
B.S., Indiana University of Pennsylvania; A.B., M.A., Ph.D., University of Pittsburgh
KENNETH E. HERSHMAN, Associate Professor Physics
B.S., M.S., Ph.D., Purdue University
ELSIE M. HILEMAN, Associate Professor Business Education
B.S., Grove City College; M.Ed., Pennsylvania State University
E. SAMUEL HOENSTINE, Professor Director of Career Services
B.S., Indiana University of Pennsylvania; M.Ed., Pennsylvania State University; D.Ed.,
University of Pittsburgh
HARRY G. HOLT, Associate Professor Economics
B.S., Indiana University of Pennsylvania; M.S., Bucknell University
JOHN P. HOYT, Professor Mathematics
B.S., Middlebury College; M.A., Columbia University; Ph.D., George Washington
University
LEON J. HUE, Associate Professor Biology
B.S., M.Ed., Pennsylvania State University
MARVIN HUFF, Assistant Professor Economics
B.S., Slippery Rock State College; M.A., University of Illinois
H. EUGENE HULBERT, Associate Professor Music
B.S., Indiana University of Pennsylvania; Ed.M., Pennsylvania State University; Ph.D.,
West Virginia University
RAYMONA E. HULL, Professor English
A.B., Western Reserve University; A.M., Cornell University; Ed.D., Columbia University
JAN G. HUMPHREYS, Associate Professor Biology
B.S., M.S., Ohio University; Ph.D., Virginia Polytechnic Institute
LAWRENCE A. lANNI, Professor Associate Dean of Graduate School
B.S., Clarion State College; M.A., Ph.D., Western Reserve College
JAMES M. INNES, Associate Professor Art
B.F.A., M.F.A., Kansas City Art Institute
DOMINIC J. INTILI, Associate Professor Music
Mus.B., Mus.M., Oberlin Conservatory of Music
222 / GRADUATE SCHOOL AT INDIANA
HERBERT EUGENE ISAR, Professor Romance & Classical Languages
B.A., M.A., New York University; Ph.D., University of Pennsylvania
D. ROBERT JACOBS, Associate Professor Psychology
A.B., Franklin and Marshall College; M.S., Pennsylvania State University
GEORGE B. JOHNSON, Associate Professor Art
B.S., M.A., M.F.A., Indiana University, Bloomington, Indiana
HUGH B. JOHNSON, JR., Professor Music
B.M., Oberlin Conservatory of Music; M.M., D.M.E., Indiana University, Bloomington,
Indiana
M. KATHLEEN JONES, Professor Dean, School of Home Economics
B.S., Indiana University of Pennsylvania; M.Ed., Pennsylvania State University; Ph.D.,
Ohio State University
RONALD A. JULIETTE, Assistant Professor Learning Resources
B.S., Indiana University of Pennsylvania; M.S., Indiana University, Bloomington, Indiana
JOHN F. KADLUBOWSKI, Associate Professor History
B.A., M.A., University of Maryland
STUART KATZMAN, Assistant Professor Criminology
B.S., M.P.A., John Jay College of Criminal Justice
JOSEPH A. KAZAMEK, Professor Elementary Education
A.B., M.Ed., Ph.D., University of Pittsburgh
ALMA B. KAZMER, Associate Professor Home Economics
B.S., Indiana University of Pennsylvania; M.Ed., Pennsylvania State University
DAVID SHANKLAND KEENE, Professor Political Science
A.B., Bowdoin College; A.M., Ph.D., Princeton University
WILLIAM F. KESSLER, Instructor Music
B.M., Duquesne University; M.M., University of Cincinnati
ROBERT L. KING, Professor Chairman, Elementary Education
B.S., Lycoming College; M.S., Bucknell University; D.Ed., Penn State University
STEVEN KLEIN, Associate Professor History
A.B., M.A., University of Kansas
MERLE G. KLINGINSMITH, Assistant Professor Learning Resources
B.S., Edinboro State College; M.Ed., Pennsylvania State University
RICHARD S. KNAB, Associate Professor Music
B.M., M.M., University of Michigan
RICHARD W. KOLACZKOWSKI, Professor Chemistry
B.S., University of Rhode Island; Ph.D., Cornell University
BARBARA KRASZEWSKI, Assistant Professor English
B.S., Duquesne University; M.A., Carnegie-Mellon University
RUDOLF R. KRAUS, Associate Professor Sociology
Abitur, Commercial Academy, Austria; A.M., University of Chicago
JACK KUHNS, Associate Professor Elementary Education
B.S., Indiana University of Pennsylvania; Ed.M., University of Pittsburgh
GOPAL S. KULKARNI, Professor Geography
B.S., Karnatak College; Dharwar, India; M.S., Banaras Hindu University, India; Ph.D.,
University of Pittsburgh
DALE E. LANDON, Professor History
B.A., M.A., Pennsylvania State University; Ph.D., University of Illinois
JAMES W. LAUGHLIN, Professor Associate Dean of Students
B.S., Indiana University of Pennsylvania; M.Ed., D.Ed., Pennsylvania State University
JACK LAVENBURG, Associate Professor Learning Resources & Mass Media
B.S., New York University; M.A., Teachers College, Columbia University; Ed.D.,
University of Oregon
NEIL B. LEHMAN, Associate Professor History
B.S., Bluffton College; M.S., Ohio State University
ISODORE R. LENGLET, Associate Professor Vice President for Development
B.S., Pennsylvania State University; M.A., University of Pittsburgh
EUGENE E. LEPLEY, Associate Professor Health and Physical Education
B.S., Slippery Rock State College; M.Ed., Indiana University of Pennsylvania; Ed.D.,
West Virginia University
MYRON H. LEVENSON, Professor Sociology-Anthropology
B.S., M.A., University of Pittsburgh; Ph.D., University of North Carolina
WILLIAM J. LEVENTRY, Associate Professor Educational-Psychology
A.B., Ed.M., University of Pittsburgh
DIRECTORY / 223
FRANCIS W. LIEGEY, Professor Chairman, Department of Biology
B.S., M.S., Ph.D., St. Bonaventure University
YU CHEN LIU, Professor Home Economics
B.A., Cheeloo University, China; M.S., Ph.D., Oregon State University
ROBERT I. LLOYD, Assistant Professor Music
B.S., Indiana University of Pennsylvania; M.S., Juilliard School of Music
STANLEY W. LORE, Professor Psychology
B.S., Clarion State College; M.Ed., D.Ed., Pennsylvania State University
P. DAVID LOTT, Professor Elementary Education
B.S., Indiana University of Pennsylvania; M.Ed., D.Ed., Pennsylvania State University
JOANNE P. LOVETTE, Associate Professor Art
B.S., Indiana University of Pennsylvania; Ed.M., Pennsylvania State University
DOROTHY F. LUCKER, Professor English
A.B., Ph.D., University of Texas; A.M., Columbia
DONALD M. MaclSAAC, Associate Professor Learning Resources
A.B., M.S., Syracuse University
CHARLES R. MADERER, Associate Professor Mathematics
B.A., Yale University; M.A.T., Brown University
RICHARD D. MAGEE, Professor Chairman, Department of Psychology
8. A., M.A., Ph.D., Temple University
DONALD C. MAHAN, Assistant Professor Business Education
B.S., M.Ed., Indiana University of Pennsylvania
W. DELIGHT MALITSKY, Associate Professor Music
B.A., University of Hawaii; M.A., Manhattan School of Music
MICHAEL R. MALKIN, Associate Professor English
A.B., M.A., Ph.D., Tufts University
JAMES H. MAPLE, Associate Professor Computer Science
B.S., California State College; M.A., Bowling Green State University
IRWIN MURRY MARCUS, Professor History
B.S., Pennsylvania State University; M.A., Ph.D., Lehigh University
RONALD L. MARKS, Professor Chemistry
B.S., Lock Haven State College; M.Ed., Ed.D., Pennsylvania State University
JOSEPH M. MASTRO, Associate Professor History
B.A., Westminster College; M.E., University of Pittsburgh
JOHN K. MATOLYAK, Assistant Professor Physics
B.S., St. Francis College, Loretto, Pennsylvania; M.S., University of Toledo
GEORGE M. MATOUS, Associate Professor Physics
B.S., St. Mary's University, San Antonio, Texas; Ph.D., University of Notre Dame
DANIEL V. MATTOX, JR., Associate Professor Chairman, Learning
Resources & Mass Media
B.S., M.Ed., Ph.D., Pennsylvania State University
DOYLE RICHARD McBRIDE, Associate Professor Mathematics
B.S., Defiance College; M.A.T., Indiana University, Bloomington, Indiana
RONALD L. McBRIDE, Professor Mathematics
B.S., M.A., Bowling Green State University; Ph.D., University of Oklahoma
WILLIAM McCAVITT, Associate Professor Coordinator of Radio & TV
Learning Resources & Mass Media
B.S., Shippensburg State College; M.S., Syracuse University; D.Ed., Penn State University
DONALD S. McCLURE, Associate Professor English
A.B., Kalamazoo College; M.A., Western Michigan University; Ph.D., Vanderbilt
University
RONALD E. McCOY, Associate Professor Mathematics
B.S., Indiana University of Pennsylvania; M.Ed., University of Pittsburgh; Ed.D.,
Pennsylvania State University
CLEO McCRACKEN, Associate Professor Dean of Women
B.S., Utah State University; M.Ed., Syracuse University
DONALD C. McFEELY, Associate Professor Elementary Education
B.S., M.Ed., California State College; Ph.D., University of Maryland
VICTOR McGUIRE, Assistant Professor Criminology
B.S., University of Nebraska; M.P.A., University of Georgia
DONALD R. McKELVEY, Professor Chemistry
B.S., New Mexico Institute of Mining and Technology; Ph.D., Carnegie Mellon University
JOHN J. McMANMON, Professor English
B.A., Notre Dame; M.A., Holy Cross and Notre Dame; Ph.D., University of Chicago
224 / GRADUATE SCHOOL AT INDIANA
MARK E. McNABB, Assistant Professor Criminology
B.A., M.A., Adams State College
PATRICK J. McNAMARA, Associate Professor Physics
B.S., M.S., University of Detroit
C. DAVID McNAUGHTON, Professor Music
A.B., Dickinson College; M.A., Ph.D., New York University
LAWRENCE F. McVITTY, Professor Art
B.S., Edinboro State College; M.A., University of Pittsburgh; D.Ed., Pennsylvania State
University
BRUCE A. MEADOWCROFT, Professor Educational Psychology
B.Ed., Duquesne University; M.Ed., Ed.D., University of Pittsburgh
RICHARD P. MEASE, Associate Professor Special Education
B.S., Bloomsburg State College; M.S., Pennsylvania State University
CRUZ MENDIZABAL, Professor Romance & Classical Languages
Licenciado en Filosofia y Letras, Doctor en Filosofia y Letras, Universidad Javeriana,
Bogota (Columbia)
ROBERT E. MERRITT, Associate Professor Biology
B.A., New York State College for Teachers; M.S., Cornell University
JOHN E. MERRYMAN Professor Foundations of Education
B.A., M.A., Bob Jones University; M.Ed., Ph.D., University of Pittsburgh
JANE S. MERVINE, Professor History
B.A., Hood College; M.A., University of Michigan
EDWARD MILEFF, Professor Health and Physical Education
B.S., University of Oklahoma; M.S., Florida State University; Ed.D., Boston University
ARTHUR R. MILLER, Assistant Professor Geography
B.S., Indiana University of Pennsylvania; M.R.C.P., University of Oklahoma
BENJAMIN T. MILLER, Associate Professor Chairman, Department of Art
B.F.A., University of Denver; M.F.A., Carnegie Mellon University
JAMES H. MILLER, Associate Professor Biology
A.B., Kansas State College; M.A., Stanford University
LARRY CARL MILLER, Associate Professor History
B.A., Hunter College; M.A., Ph.D., Northwestern University
VINCENT P. MILLER, JR., Associate Professor Geography
B.S., Muskingham College; M.S., Pennsylvania State University; Ph.D., Michigan State
University
ROBERT E. MILLWARD, Assistant Professor Elementary Education
Bs.Ed., California State College; M.Ed., Duquesne University
EDGAR W. MOORE, Assistant Professor History
B.A., M.A., University of Wisconsin
ROBERT N. MOORE, Associate Professor Biology
B.S., Clarion State College; M.S., Bucknell University
BERNARD A. MOREAU, Assistant Professor Business Education
B.S., M.Ed., Indiana University of Pennsylvania
WALLACE F. MORRELL, Associate Professor Mathematics
B.S., M.Ed., University of Pittsburgh; M.S., Clarkson College of Technology
MORTON M. MORRIS, Professor Chairman, Department of Special Education
A.B., City University of New York; M.A., New York University; Ed.D., Columbia
ROBERT L. MORRIS, Professor Chairman, International Studies
B.A., Lycoming College; M.A., Columbia University; Ph.D., West Virginia University
EDWARD R. MOTT, Professor Elementary Education
B.S., Clarion State College; Ed.M., Ed.D., Pennsylvania State University
JOANNE MUELLER, Associate Professor Mathematics
B.S., M.S., Montana State University
GEORGE W. MURDOCK, Associate Professor Vice President for Finance
B.S., Shippensburg State College; M.Ed., University of Pittsburgh; Ph.D., George
Washington University
J. ROBERT MURRAY, Professor Director, Instructional Resources Center
B.S., Edinboro State College; M.Ed., D.Ed., Pennsylvania State University
ANTHONY J. NANIA, Associate Professor English
B.A., Northland College (Wis.); M.A., Marquette University
DEANNA J. NELSON, Assistant Professor Chemistry
B.S., Gustavus Adolphus College; Ph.D., Indiana University
ESKO E. NEWHILL, Professor Sociology Anthropology
A.B., M.A., Ph.D., Syracuse University
I
DIRECTORY / 225
JOHN J. NOLO, Assistant Professor Director, Computer Center
B.S., Clarion State College; M.B.A., Duquesne University
MARILYN E. NOZ, Associate Professor Physics
B.A., Marymount College, M.S., Ph.D., Fordham University
CARL P. OAKES, Associate Professor Mathematics
B.S., Indiana University of Pennsylvania; M.Ed., Pennsylvania State University
ANJA H. OLIN FAHLE, Assistant Professor Sociology Anthropology
B.A., Friends University; M.A., Haverford College
JAMES M. OLIVER, Professor History
B.S., University of Arkansas; M.A., Ph.D., University of Missouri
GARY JAMES OLMSTEAD, Assistant Professor Music
B.S., University of Michigan; M.F.A., Ohio University
MARGARET S. OMRCANIN, Professor English
A.B., M.A., University of Kentucky; Ph.D., University of Illinois
HAROLD S. ORENDORFF, Professor Dean, School of Fine Arts
A.B., Central Washington State College; M.A., Ed.D., Teachers College, Columbia
University
DOROTHY ANN PALMER, Associate Professor Political Science
B.S., Indiana University of Pennsylvania; M.A., Miami University (Ohio)
FREDERICK R. PARK, Associate Professor Geoscience
B.S., Franklin and Marshall College; M.S., University of Pittsburgh
ROBERT A. PATSIGA, Professor Chemistry
B.S., Geneva College; Ph.D., State University College of Forestry, Syracuse University
PATRICIA L. PATTERSON, Associate Professor Business Education
B.S., Grove City College; Ed.M., Pennsylvania State University
GARY W. R. PATTON, Associate Professor Psychology
B.S., Purdue University; M.S., Ph.D., Tufts University
JAMES EDWARD PAYNE, Associate Professor Geography
A.B., A.M., University of North Carolina
GERARD C. PENTA, Assistant Professor Chairman, Foundations of Education
B.A., Montclair State College; Ed.M., Rutgers University; M.A., Michigan State
University
LAURENCE JOHN PERKINS, Assistant Professor Music
B.S., Northern State College, Aberdeen, South Dakota; M.M., Eastman School of Music
DANIEL PERLONGO, Assistant Professor Music
B.M., M.M., University of Michigan
SUZANNE PERLONGO, Assistant Professor Music Library
B.M., North Park College, Chicago; M.M., M.L.S., University of Michigan
EVERETT J. PESCI, Professor Counseling Education
B.S., M.Ed., Indiana University of Pennsylvania; Ph.D., West Virginia University
JOSEPH ALEXANDER PETERS, Associate Professor Mathematics
B.S., St. Joseph's College; M.S., University of Illinois
JERRY L. PICKERING, Assistant Professor Biology
B.S., Iowa State University; M.S., Ph.D., Rutgers State University
EDWARD E. PLATT, Professor Political Science
B.A., M.A., Ph.D., University of Connecticut
NANCY E. POLAND, Associate Professor Music
A.B., Mount Holyoke College; B.M., A.M., M.M., University of Michigan
JOHN A. POLESKY, Associate Professor Business Education
B.S., Indiana University of Pennsylvania; M.Ed., University of Pittsburgh
PAUL ANTHONY PRINCE, Associate Professor Geoscience
B.S., East Stroudsburg State College; M.A., Clark University; Ed.M., Harvard University
JOHN QUIRK, Associate Professor Educational Psychology
B.A., M.A., Fairleigh Dickinson University; Ed.D., University of Georgia
DOWNEY RAI BOURN, Associate Professor Sociology Anthropology
A.B., M.A., Indiana University (Bloomington)
DAVID L. RAMSEY, Instructor Physics
B.A., Washington and Jefferson College
CHANCY R. RAWLEIGH, Associate Professor Sociology Anthropology
A.B., Lycoming College; S.T.B., Boston University School of Theology; M.A., Ph.D.,
Syracuse University
JAMES C. REBER, Assistant Professor Mathematics
B.A., Indiana Central College, Indianapolis; M.A., Duke University
226 / GRADUATE SCHOOL AT INDIANA
DANIEL G. REIBER, Professor Physics
A.B., Franklin and Marshall College; M.S., Pennsylvania State University
JOHN WALLING REID, Professor Psychology
B.A., Swarthmore College; M.A., University of Pennsylvania; Ed.D., Columbia
MILDRED M. REIGH, Associate Professor Mathematics
8. A., Juniata College; M.S., University of Illinois; M.Ed., Pennsylvania State University
JAMES B. REILLY, Associate Professor Elementary Education
B.S., Waynesburg College; M.A., Ed.D., West Virginia University
WILLIAM L. RETTIG, Associate Professor Mathematics
B.S., California State College; M.S., Ohio State University
DAVID M. RIBAN, Associate Professor Physics
B.S., Northern Illinois University; M.S., University of Michigan; M.S., Ph.D., Purdue
University
WILLIS J. RICHARD, Assistant Professor Economics
B.A., Berea College; M.A., Iowa State University
J. MERLE RIFE, Professor History
A.B., Muskingum College; M.A., Ph.D., Ohio State University
ROBERT H. RITTLE, Associate Professor Psychology
B.A., Lebanon Valley College; M.A., Ph.D., Kent State University
JOSEPH S. RIZZO, Associate Professor Elementary Education
B.S., Wilkes College; M.A., Newark State; Ph.D., University of Maryland
RICHARD D. ROBERTS, Associate Professor Physics
B.S., M.S., Pennsylvania State University
DOUGLAS A. ROSS, Associate Professor Psychology
B.A., Lebanon Valley College; M.A., Bowling Green State University; Ph.D., Lehigh
University
FRANK ROSS, Associate Professor Art
B.F.A., M.F.A., Carnegie-Mellon University
DAVID E. ROTIGEL, Associate Professor Foundations of Education
B.S., Wayne State University; M.Ed., University of Toledo; Ed.D., University of Illinois
PHYLLIS ROUMM, Associate Professor English
B.S., M.Ed., Indiana University of Pennsylvania
LOIS B. RUPERT, Associate Professor Home Economics
B.S., Pennsylvania State University; M.S., Carnegie-Mellon University
JOHN R. SAHLI, Professor History
A.B., Geneva College; M.Ed., M.A., Ph.D., University of Pittsburgh
WILLIAM E. SALESSES, Professor Associate Dean, School of Education
B.A., St. Paul Seminary; M.A., Ph.D., Claremont Graduate School, California
NORMAN W. SARGENT, Professor Learning Resources & Mass Media
A.B., Hiram College; M.A., Ohio State University; Ed.D., Indiana University
ROBERT H. SAYLOR, Professor Counselor Education
8.S., Juniata College; M.Ed., Ed.D., Pennsylvania State University
EUGENE F. SCANLON, Professor Special Education
B.Ed., Duquesne University; M.Ed., University of Pittsburgh; D.Ed., Pennsylvania State
University
CARL W. SCHNEIDER, Associate Professor Psychology
B.A., M.A., Ph.D., Michigan State University
GOULD F. SCHROCK, Professor Biology
B.S., M.Ed., Indiana University of Pennsylvania; Ph.D., University of Chicago
JOHN H. SCROXTON, Associate Professor Chemistry
B.A., M.S., Alfred University
ROBERT C. SEELHORST, Professor Art
B.S., Indiana University of Pennsylvania; M.Ed., Ed.D., Pennsylvania State University
DALE M. SHAPE R, Professor Mathematics
B.S., Kutztown State College; M.A., Columbia University; Ph.D., University of
Oklahoma
EDWARD D. SHAFFER, Associate Professor Counselor Education
B.S., Ed.M., University of Pittsburgh
MILDRED NOBLE SHANK, Associate Professor Educational-Psychology
B.S., Indiana University of Pennsylvania; M.A., Columbia
JAMES O. SHANNON, Assistant Professor Criminology
B.S.Ed., University of Pittsburgh; M.S., Police Administration, Washington State
University
DIRECTORY / 227
SATYA SHARMA, Associate Professor Home Economics
B.A., Lahore College for Women, India, M.S., Ph.D., Ohio State University
MAHER Y. SHAWER, Associate Professor Mathematics
B.S., Teacher College, Cairo; M.S., University of Wisconsin, Ph.D., University of
Oklahoma
ELWOOD B. SHEEDER, Professor Dean, School of Business
B.S., Indiana University of Pennsylvania; Ed.M., Ed.D., University of Pittsburgh
JACK L. SHEPLER, Associate Professor Mathematics
B.A., Roberts Wesleyan College; M.A., San Diego State College; Ph.D., University of
Wisconsin
KENNETH LEE SHILDT, Assistant Professor Business Management
B.S., Shippensburg State College; M.S., Pennsylvania State University
RONALD E. SIMKINS, Associate Professor Food and Nutrition
B.S., Indiana University of Pennsylvania, M.Ed., Westminster College
JEAN J. SLENKER, Associate Professor Art
B.S., Indiana University of Pennsylvania; M.A., Professional Diploma, Teachers College,
Columbia
ROBERT EUGENE SLENKER, Associate Professor Art
B.S., Indiana University of Pennsylvania; M.A., Professional Diploma, Teachers College.
Columbia
EDWARD L. SLONIGER, Professor Health and Physical Education
B.S., Slippery Rock State College; M.S., Ph.D., University of Illinois
BERT A. SMITH, Associate Professor Political Science
B.A., University of Nebraska; M.A., University of Missouri
EDWIN SMITH, Professor Mathematics
B.S., King's London University; M.A., University of Nevada; Ed.D., Ball State University
HELENA M. SMITH, Professor English
B.S., Indiana University of Pennsylvania, M.Ed., Ph.D., Pennsylvania State University
WILLIAM R. SMITH, Associate Professor Mathematics
B.S., Pennsylvania State University; Ed.M., Harvard University
W. WAYNE SMITH, Professor History
B.S., Salisbury State College; M.A., Ph.D., University of Maryland
ELWOOD R. SPEAKMAN, Associate Professor Mathematics
B.A., Eastern Nazarene College; M.A., Bowling Green State University; M.A.T., Brown
University
LESLIE S. SPENCER, Assistant Professor Business Education
B.S., M.B.A., Syracuse University
JOSEPH B. SPIEKER, Associate Professor Romance & Classical Languages
B.A., LaSalle College; M.A., University of Pennsylvania; Ph.D., Catholic University
GEORGE L. SPINELLI, Professor Chairman, Department of Counselor Education
B.S., Ed.M., Ed.D., University of Pittsburgh
JAMES G. STAPLES, Assistant Professor Music
B.M., M.M., Florida State University; D.M.A., Eastman School of Music
MARTIN L. STAPLETON, Professor Biology
B.S., Kutztown State College; M.A., Lehigh University; Ed.D., Pennsylvania State
University
HERMAN E. STENGER, Assistant Professor Criminology
A.B., Lycoming College; S.T.B., Wesley Theological Seminary
CHARLES B. STEVENSON, Assistant Professor Business Management
B.A., M.A., George Washington University
MERLE STILWELL, Professor Mathematics
B.S., Mansfield State College; M.A., Columbia; Ph.D., Cornell
LLOYD K. STIRES, Associate Professor Psychology
B.A., Drew University; Ph.D., Duke
GEORGE A. STOUFFER, JR., Professor Dean, School of Education
B.S., Shippensburg State College; Ed.M., Ed.D., University of Pittsburgh
DONNA STREIFTHAU, Professor Chairman, Consumer Services
B.S., M.Ed., Miami University; Ph.D., Ohio State University
ALVIN J. STUART, Professor Elementary Education
B.S., M.Ed., University of Pittsburgh; Ph.D., Ohio University
CONNIE J. SUTTON, Assistant Professor Geoscience
B.A., M.Ed., Indiana University of Pennsylvania
228 / GRADUATE SCHOOL AT INDIANA
LOUIS R. SUTTON, Professor Health and Physical Education
B.S., Slippery Rock State College; M.Ed., University of Pittsburgh; Ed.D., West Virginia
University
CRAIG G. SWAUGER, Professor Chairman, Departnnent of English
B.S., Indiana University of Pennsylvania; M.Litt., Ed.D., University of Pittsburgh
FORD HARRIS SWIGART, JR., Professor English
B.A., Otterbein College; M.A., Ph.D., University of Pittsburgh
AUGUSTA SYTY, Assistant Professor Chennistry
B.S., Ph.D., University of Tennessee
STANFORD L. TACKETT, Professor Chairman, Department of Chemistry
B.S., Ph.D., Ohio State University
LEONARD P. TEPPER, Assistant Professor Geography
B.A., California State College
EUGENE F. THIBADEAU, Associate Professor Foundations of Education
A.B., M.A. (Philosophy), MA. (Education), Ph.D., New York University
RAYMOND L. THOMAS, Professor English
B.S., Indiana University of Pennsylvania; A.M., Columbia; Ph.D., Pennsylvania State
University
RONALD W. THOMAS, Assistant Professor Dean of Men
B.S., Bloomsburg State College; M.Ed., Edinboro State College; Ph.D., University of
Pittsburgh
RICHARD E. THORELL, Assistant Professor Music
B.M., Eastman School of Music; M.Ed., University of Rochester
GORDON F. THORNTON, Assistant Professor Psychology
B.A., Gettysburg College; M.S., Ohio University
DENNIS D. TIGER, Professor Chairman, Business & Distributive Education
B.S., Indiana University of Pennsylvania; M.Ed., D.Ed., University of Pittsburgh
HOWARD E. TOMPKINS, Professor Chairman, Computer Science
B.A., Swarthmore College; M.S., Ph.D., University of Pennsylvania
ELIZABETH TROXELL, Associate Professor Mathematics
A.B., Gettysburg College; M.A.T., Indiana University, Bloomington; M.Ed., Pennsylvania
State University
J. DAVID TRUBY, Professor English
B.A., M.A., Ph.D., Pennsylvania State University
LAWRENCE R. TUCKER, Associate Professor Health and Physical Education
B.S., Bridgewater College; M.S., Ohio State University
HENRY H. VALLOWE, Professor Biology
B.S., Indiana University of Pennsylvania; M.S., Ph.D., University of Chicago
LEON VANDECREEK, Associate Professor Psychology
B.A., Calvin College; M.A., Bowling Green State University; Ph.D., South Dakota
ROBERT J. VISLOSKY, Professor Art
B.S., Edinboro; Ed.M., D.Ed., Pennsylvania State University
DOROTHY C. VOGEL, Associate Professor History
B.A., Marymount College; M.A., Fordham University; Ph.D., New York University
EVA VOUKLIZAS, Associate Professor Music
B.M., Syracuse University; M.M., Indiana University
RICHARD F. WAECHTER, Professor Biology
B.S., Bloomsburg State College; M.S., Bucknell University; D.Ed., Pennsylvania State
University
DONALD A. WALKER, Professor Chairman, Department of Economics
A.B., Southwest Texas State College; M.A., University of Texas; Ph.D., Harvard
RUTH I. WALTERS, Assistant Professor Geography
B.S., Indiana University of Pennsylvania; M.S., Ph.D., University of Tennessee
GEORGE B. WALZ, Assistant Professor Psychology
B.S., Pennsylvania State University; M.S., Ph.D., Lehigh University
STEVEN B. WARE, Assistant Professor Economics
B.A., Ohio Wesleyan University
JANE WASHBURN Counselor Education
B.S., University of Pittsburgh; M.Ed., Indiana University of Pennsylvania
CALVIN E. WEBER, Associate Professor Music
B.S., M.S., University of Pennsylvania; Ed.D., University of Illinois
CHARLES E. WEBER, Professor Geography
B.A., Montclair State College, New Jersey; M.A., Ed.D., Columbia
I
\
DIRECTORY / 229
WILLIAM F. WEGNER, Assistant Professor Chairman, Crinninology
B.A., Colorado State College; M.A., University o< Northern Colorado
DENNIS W. WHITSON, Assistant Professor Physics
B.S., North Dakota State University; M.S., University of Montana; Ph.D., University of
Pittsburgh
JAMES HERBERT WILDEBOOR, Associate Professor Music
A.B., Ottawa University; M.M.E., University of Kansas
GEORGE T. WILEY, Professor Director, Graduate Research
A.B., Oberlin College; M.A., Ph.D., Western Reserve University
HALLEY O. WILLISON, JR., Associate Professor Mathennatics
B.S.Ed., Clarion State Teachers College; M.Litt,, University of Pittsburgh
EDWARD D. WILSON, Associate Professor Political Science
B.S., University of Houston; M.A., Ph.D., University of Oklahoma
JAMES C. WILSON, Professor Counselor Education
B.S., Clarion State College; M.Ed., Duquesne University, Ed.D., University of Pittsburgh
DAVID CLINTON WINSLOW, Professor Geography
B.A., University of Oklahoma; M.A., University of Nebraska; Ph.D., Clark University
RICHARD E. WOLFE, Professor Mathematics
A.B., Gettysburg College; M.S., Ph.D., University of Illinois
ALLEN M. WOODS, Associate Professor Chairman, Food and Nutrition
B.S., Indiana University of Pennsylvania; M.Ed., University of Pittsburgh
DALE W. WOOMER, Professor Business Education
B.S., M.Ed., D.Ed., Pennsylvania State University
JOHN C. WORZBYT, Associate Professor Counselor Education
B.S., Oswego State; M.Ed., D.Ed., University of Rochester
MYRON M. YAGEL, Associate Professor Special Education
B.S., M.A., University of Richmond, Virginia; Ed.D., University of Virginia
JOAN R. YANUZZI, Associate Professor Educational Psychology
A.B., M.A., University of Michigan; Ph.D., Cornell University
HAROLD J. YOUCIS, Professor Foundations of Education
B.M.E., Drake University; M.S., Ithaca College; Ed.D., Indiana University
DAVID L. YOUNG, Associate Professor English
B.A., M.A., Kent State University; Ph.D., Ohio State University
MAURICE M. ZACUR, Professor Geography
B.S., Indiana University of Pennsylvania; M.Ed., University of Pittsburgh; D.Ed.,
Pennsylvania State University
GENO ZAMBOTTI, Assistant Professor Chemistry
B.S., M.Ed., Indiana University of Pennsylvania
CYRIL J. ZENISEK, Professor Biology
B.S., M.S., Ph.D., Ohio State University
GEORGE D. ZEPP, Professor Elementary Education
B.S., Millersville State College; M.Ed., D.Ed., University of Maryland
DONALD N. ZIMMERMAN, Professor Chemistry
B.S., University of Maryland; M.Ed., Pennsylvania State University; Ph.D., West Virginia
University
230 / GRADUATE SCHOOL AT INDIANA
INDEX
Academic Load 38
Admission to Graduate Study
Procedure 35
Policy 34
When to Apply — See Calendar 6 8
Admission to Candidacy for a Degree 45
Advanced Graduate Study Beyond Master's Degree 52
Advisory System 38
Administration 214
Auditors 37
Calendar 6-8
Class Cancellation 41
Class Schedules
Pre-Summer Session, 1974 10
Main Summer Session, 1974 12
Post-Summer Session, 1974 15
Fall Semester, 1974 17
Spring Semester, 1975 21
Computer Center 29
Computer Science 65
Cooperative Work Experience in Off Ice or Distributive Occupations 86
Counselor Education Certification 95
Criminology 102
Delta Pi Epsilon Graduate Scholarship 31
Department Chairmen 215
Department Currlculums, Instructions and Course Descriptions
Art 68
Biology 74
Business 81
Chemistry 89
Counseling and Guidance 95
Criminology 102
Economics 199
Educational Psychology 108
Elementary 112
English 120
Foundations of Education 131
Geography 133
GeoScience 138
Health and Physical Education 143
History 144
Home Economics 147
Learning Resources and Mass Media 152
Mathematics 158
Mathematics for the Elementary School Teacher 163
Music 168
Philosophy 173
Physics 1 74
Political Science 200
INDEX /231
Psychology 1 79
Reading 183
Romance and Classical Languages 187
Science 191
Science for the Elementary School Teacher 193
Social Science 197
Sociology & Anthropology 202
Special Education and Clinical Services 205
Student Personnel Services in Higher Education 100
Doctor's Degree 53
Doctor of Education 53
Doctor of Philosophy 58
Faculty 216
Fees 39
Financial Aid
Assistantships 30
Counselorships for Men 31
Counselorships for Women 32
Scholarships 31
Forms: Research Approval 233
Foundations of Education 131
Full time Students 38
General Service Courses 64
Graduate Council 215
Graduation (Application) 46
Graduate Record Examination 37
History of Graduate School 28
Housing Facilities 32
Internship in Elementary Education 114
Learning Research Center 29
Library 28
Location 28
Part-time Students 38
Permanent Certification Requirements 46
Placement Service 30
Principal's Certification 43
Programming and Registration 38
Refunds 39
Research Courses 64
Research Requirement 47
Residence 45
Scholarship Requirement 46
Semester Hours Required 46
Statistics Courses 65
Student Personnel Services in Higher Education 100
Student Responsibility 41
Supervised Laboratory Experience 64
Time Limit 46
Transfer of Credit 45
University Catalog 28
Veterans 32
Withdrawal from Classes 40
0 69 1
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